During last week’s inspection with the Independent Schools Inspectorate, Mr Hadfield, Head of The Elms, was struck by a clear national shift toward Neuroeducation as a driver of modern teaching. Mr Hadfield shares his reflections below.
I was away on inspection this week with the Independent Schools Inspectorate. This affords me a fascinating insight into wider practices and allows an effective insight into the big issues and what schools are doing all over the country. A repeating theme I’ve come across in a range of settings is the desire for schools to adopt approaches informed by Neuroeducation. In essence, Neuroeducation seeks to understand how the brain learns and applies that knowledge to optimise teaching and learning, instead of continuously pursuing antiquated learning practices that focus on generalised, one-size-fits-all approaches. It’s about decrypting the brain’s many secrets and discovering how to drive our growth.
“Neuroeducation is helping us move beyond one-size-fits-all teaching and toward truly personalised learning.”
Prior to this inspection I was reading an article regarding the latest advancements in Neuroeducation, and it prompted me to reflect on how profoundly this field is reshaping instructional philosophy here at The Elms and beyond.
How Neuroeducation Shapes Our Practice
Neuroeducation is no longer a theoretical concept; it is the cornerstone of how we ensure our students thrive in an increasingly complex world. My goal in sharing this with you is to provide transparency into the “why” behind some of our teaching methods. We are moving away from legacy models of instruction by delivery toward a brain-compatible framework that respects the biological realities of how children actually learn.
At its core, Neuroeducation views the brain as a dynamic, plastic organ, and our curriculum is designed to capitalise on specific neurological phenomena. One of our primary focuses is the strategic management of cognitive load. The human brain’s working memory is a finite resource, and when it is overwhelmed, a bottleneck effect prevents information from reaching long-term storage. Consequently, teachers have increasingly moved toward segmented instruction. By delivering content in concentrated 15-to-20-minute intervals, we allow students the necessary cognitive pauses to consolidate data before moving to the next level of complexity. Managing working memory is crucial for all of us, and we need to address this within our delivery for all pupils.
“Struggle is not a setback – it is the biological process of the brain getting stronger.”
Furthermore, we are deeply committed to strengthening neural circuitry through the principle of neuroplasticity. We teach our students that struggle is a biological requirement for growth. Every time a student engages with a challenging concept, they are physically insulating their neural pathways with myelin, a substance that increases the speed and efficiency of thought. We do not simply teach subjects; we teach students how to physically build a more capable brain. This process is supported by maintaining an optimal affective filter. Neurological research indicates that the amygdala – the brain’s emotional centre – can effectively gatekeep the prefrontal cortex. If a student feels a high level of stress, the brain shifts into a survival mode that impairs high-level logic. Our commitment to a supportive environment is, therefore, a scientific necessity for academic rigor, and we need to recognise that we have to find things hard, working in our zones of proximal development, in order to make our brain stronger.
Supporting Every Learner – Including Neurodivergent Profiles
Perhaps the most transformative aspect of Neuroeducation is its impact on students with neurodivergent profiles, particularly those with ADHD. Rather than viewing ADHD as a deficit, we view it as a specific neurological wiring that requires different levers for engagement. The ADHD brain often requires a higher threshold of stimulation to activate the focus centres, which we address through multisensory lessons and, in some areas, ‘gamified feedback’. We also work to externalise executive function by providing scaffolds – such as visual anchors and digital checklists – to reduce the cognitive burden on the student’s working memory. Additionally, we recognise that for many students, movement is a cognitive tool rather than a distraction. Controlled physical activity increases blood flow to the prefrontal cortex, which can improve concentration and emotional regulation during complex tasks.
“Movement is not a distraction for many learners – it is a cognitive tool.”
Strengthening Learning Beyond the Classroom
To align our efforts at school with the environment at home, I encourage you to consider several research-backed habits. First, prioritise sleep as a fundamental learning tool, as memory consolidation is a physiological process that occurs during deep sleep. Without it, the ‘save button’ is never pressed on the day’s lessons. Second, instead of asking what your child ‘did’ today, ask them to explain a concept to you. This act of retrieval is one of the most powerful ways to solidify neural connections. Finally, reframe the concept of challenge by reminding your child that the feeling of difficulty is actually the sound of their brain getting stronger – such a growth mindset is critical.
Looking Ahead: A More Personalised Future for Education
Schools are currently operating in a very exciting phase of educational development. The focus has shifted from standardisation to personalisation. In 2026, we are seeing a “Success by Design” approach where schools move beyond old industrial models to create environments that are more flexible, inclusive, and connected to the real world. Ultimately, and this is linked to trends connected to Neuroeducation, there is a very real and meaningful move towards soft skills. There is a growing realisation that knowing facts is less important than knowing how to think. For example, one of our real strengths is our recognition of STEAM. By integrating the Arts into STEM (Science, Technology, Engineering, and Math), schools are nurturing the creativity and flexibility needed for future careers.
Our Purpose: Helping Children Flourish
In closing, everything we do is guided by a simple aim: to help children grow into confident, curious and capable learners. By teaching in ways that match how children’s brains actually learn, we are not only supporting strong academic progress but also helping pupils develop important life skills such as resilience, kindness, independence and problem solving. When children feel safe, supported and positively challenged, they are more willing to try, to persevere and to enjoy learning. This approach helps each child build the foundations they need to succeed at school – and well beyond it. Indeed, such human-centric skills will be increasingly critical as we look to take effective advantage of emergent technologies.