Can brain scans help improve classroom teaching and learning?
fMRI research offers insights into how the brain responds to teaching, but its value lies in how teachers interpret and apply the findings.
My new book explores how fMRI research can inform teaching and learning without ever stepping foot inside a classroom.
I believe the book offers one of the first practical bridges between fMRI research and classroom teaching in the U.K.
What is fMRI?
Functional magnetic resonance imaging (fMRI) measures brain activity by detecting changes in blood flow, known as BOLD signals. In simple terms, it shows which areas of the brain are active during tasks such as memory recall, attention and decision-making.
- Take part in the research
- Download the audio introduction
- Download the one-page cartoon summary.
Since the 1990s, fMRI research has helped identify how key brain regions contribute to learning. For example, the hippocampus is associated with memory consolidation, while the prefrontal cortex supports executive function. Studies comparing retrieval practice with rereading show greater activation in memory-related regions when students actively recall information. But what could fMRI data tell us?
fMRI is not a classroom tool. It is expensive and complex, and it raises ethical concerns. Students cannot, and should not, be scanned during lessons. That is not what I discuss in the book. The value of fMRI for education lies in helping teachers understand what may be happening beneath observable behaviour.
So, why write a book on this topic?
Why it matters for teachers
More teachers across England are now familiar with concepts such as working memory and cognitive load theory. However, this understanding can often remain superficial. fMRI research provides a deeper lens, showing that different types of thinking recruit different neural networks.
This matters because classroom judgement is often based on what teachers can see. A quiet classroom may not indicate attention, and correct answers do not always reflect deep understanding. Neuroimaging research suggests that students may perform similarly, yet use very different cognitive pathways.
Teachers can apply insights from fMRI research indirectly by aligning classroom practice with what is known about how the brain processes information. For example, retrieval practice has been shown to activate memory systems more effectively than passive study, reinforcing the use of low-stakes quizzes and questioning.
Understanding attention also helps teachers design better learning environments. Reducing unnecessary distractions, structuring tasks clearly, and allowing time for thinking can support students’ focus. Recognising that attention fluctuates can help teachers interpret behaviour more accurately.
Reflection questions for teachers:
- How might teachers use retrieval practice more consistently across subjects?
- What classroom routines reduce unnecessary cognitive load for students?
- How can teachers distinguish between attention and compliance in lessons?
- What assumptions do teachers make about what students are thinking?
- How might teachers adapt teaching for students who process information differently?
- What role does distraction play in students’ learning?
- How can school and college leaders support research-informed CPD?
- What does effective learning look like beyond correct answers?
- How might teachers use questioning to probe deeper thinking?
- How can teachers remain critical of neuroscience claims in education?
Teachers who want to improve student learning can use insights from fMRI research to refine instruction, questioning and long-term memory development.
