{"id":80388,"date":"2026-05-28T00:12:16","date_gmt":"2026-05-28T04:12:16","guid":{"rendered":"https:\/\/world.edu\/?p=80388"},"modified":"2026-05-28T00:12:16","modified_gmt":"2026-05-28T04:12:16","slug":"why-all-teachers-should-understand-how-the-brain-works","status":"publish","type":"post","link":"https:\/\/world.edu\/why-all-teachers-should-understand-how-the-brain-works\/","title":{"rendered":"Why all teachers should understand how the brain works"},"content":{"rendered":"

\"\"<\/span><\/p>\n

Imagine Lucas, a five-year-old student who can’t sit still during circle time. Teacher A, with no training in how the brain works, loses patience. He thinks the child is defying the rules or lacks proper boundaries at home. Teacher B, who has knowledge of neuroeducation, breathes a sigh of relief. He knows that Lucas’s body needs to move to maintain attention. Instead of forcing him to stay still, he offers him a movement cushion to rock back and forth. Or he asks him to help distribute the materials.<\/span><\/p>\n

The difference between the two professors is not just goodwill, but knowledge.<\/span><\/p>\n

Understanding brain development\u00a0<\/span>changes a teacher’s perspective<\/span><\/a>\u00a0; it allows them to grasp what lies behind behavior and learning. Neuroeducation provides valuable information for all ages: it helps children during sensitive periods and navigate the emotional changes of adolescence. Furthermore, it teaches us to distinguish between\u00a0<\/span>natural variability and developmental challenges<\/span><\/a>\u00a0.<\/span><\/p>\n

Promote development before age 6<\/span><\/strong><\/h4>\n

Between the ages of 0 and 6, the foundations for future learning<\/span><\/a>\u00a0are laid\u00a0. During this stage, the child’s brain develops at an astonishing rate.<\/span><\/p>\n

Knowledge about the brain allows teachers\u00a0<\/span>to identify and stimulate<\/span><\/a>\u00a0the building blocks of learning early on (sound processing, body control, visual acuity, etc.). For example, teachers know that language games or rapid counting are not just pastimes: they are the biological foundations of future reading and arithmetic. If they detect difficulties in these areas, they act immediately.<\/span><\/p>\n

To achieve this, the teacher uses word games, movement activities, and sensory experiences, protecting them from pedagogical haste. They no longer try to accelerate processes for which the brain is not yet ready. In this way, the teacher helps to develop the foundations of learning.<\/p>\n

This planned intervention promotes preventative inclusion. Furthermore, it helps\u00a0<\/span>prepare brains<\/span><\/a>\u00a0for future demands while respecting their biology.<\/span><\/p>\n

From 6 to 12: adjusting the focus to functional maturation<\/span><\/h4>\n

At this stage, the brain reorganizes itself to cope with cultural learning such as reading and mathematics, a process known as\u00a0<\/span>neuronal recycling<\/span><\/a>\u00a0.<\/span><\/p>\n

This is where executive functions<\/span><\/a>\u00a0come into play\u00a0\u2014the control center for planning, organizing, and attending to tasks. Their development is not linear and is not the same for everyone. This level of maturity varies considerably among students in the classroom.<\/span><\/p>\n

Sometimes, a child will always forget their materials, won’t control their impulses, or won’t wait their turn. These behaviors are often labeled as a lack of interest or attention, but it could simply be a lack of maturity. The teacher understands that the control center (the prefrontal cortex) can be up to three years\u00a0<\/span>behind in development<\/span><\/a>\u00a0in some children. And this can happen without any underlying disorder.<\/span><\/p>\n

This understanding transforms classroom management. The teacher no longer feels challenged; they understand that the student doesn’t yet have the biological tools to respond. Therefore, they use visual aids or reminders that compensate for this lack of\u00a0<\/span>developmental maturity<\/span><\/a>\u00a0.<\/span><\/p>\n

Working in favor of the adolescent brain<\/span><\/strong><\/h4>\n

Adolescence is a\u00a0<\/span>stage of brain cleaning and specialization<\/span><\/a>\u00a0. The brain eliminates unused connections to gain speed and efficiency. This process is known as synaptic pruning.<\/span><\/p>\n

Knowing this allows teachers to connect with students’ biology. For example, it helps them understand why young people\u00a0<\/span>take longer to fall asleep<\/span><\/a>\u00a0, a change that disrupts their rest. Their reduced alertness in the morning isn’t disrespectful; it’s\u00a0<\/span>a biological reality that reduces their performance in the early hours<\/span><\/a>\u00a0.<\/span><\/p>\n

On the other hand, the teacher understands the adolescent’s\u00a0<\/span>developmental imbalance<\/span><\/a>\u00a0. Their emotional system is very active, but their rational mind is still under development.<\/span><\/p>\n

At this age, the driving force is social relevance. Therefore, it is vital to design real-world challenges where they work as a team and have autonomy. Projects can be proposed based on their interests and that help improve their own neighborhood or school. In this way, by linking learning to their identity, commitment replaces rebellion.<\/span><\/p>\n

From rhetoric to well-founded practice<\/span><\/strong><\/h4>\n

Knowledge about the brain provides teachers with a map to navigate classroom diversity.\u00a0<\/span>Diversity is the neurobiological norm<\/span><\/a>\u00a0, not the exception. Understanding this allows us to design environments that respect and enhance each student’s individual pace.<\/span><\/p>\n

Furthermore, this knowledge protects teachers against\u00a0<\/span>neuromyths<\/span><\/a>\u00a0, false beliefs without scientific basis that harm education. Science doesn’t dehumanize teaching; rather, it provides it with practical tools. In this way, inclusion becomes a daily practice that nurtures the potential of every student.<\/span><\/p>\n

Author Bios:<\/strong> Katya Martin Requejo is Professor and researcher in neuroeducation and Eneko Ant\u00f3n Ustaritz is also a Professor and researcher both at Mondragon Unibertsitatea<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Imagine Lucas, a five-year-old student who can’t sit still during circle time. Teacher A, with no training in how the brain works, loses patience. He thinks the child is defying the rules or lacks proper boundaries at home. Teacher B, who has knowledge of neuroeducation, breathes a sigh of relief. He knows that Lucas’s body […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[2552],"coauthors":[11733],"class_list":["post-80388","post","type-post","status-publish","format-standard","hentry","category-education","tag-brain"],"acf":[],"yoast_head":"\nWhy all teachers should understand how the brain works - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/why-all-teachers-should-understand-how-the-brain-works\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Why all teachers should understand how the brain works - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Imagine Lucas, a five-year-old student who can’t sit still during circle time. Teacher A, with no training in how the brain works, loses patience. He thinks the child is defying the rules or lacks proper boundaries at home. Teacher B, who has knowledge of neuroeducation, breathes a sigh of relief. 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