Neuroscience/Education Conference


The traditional ‘wait to fail model’ and being set up to fail by a one size fits all teaching philosophy means that many dyslexic and neurodivergent children become depressed, anxious and are desperately unhappy at school.  Therefore, early intervention is so important as a safeguarding tool to ensure dyslexic children are prevented from developing further psychological problems and overwhelming feelings of failure which will negatively impact upon every aspect of their lives and follow them into adulthood. When there is a mix-match between provision at school and unmet learning needs, this consequently impacts negatively upon their mental health. When learners are regularly left to struggle without support, this exposure to perpetual failure is traumatising for young people. Reward based dopamine enhancing learning through ensuring that every learner can access learning through their preferred learning and communication styles is essential. Since traditional classrooms are left hemisphere dominant, it is vital for more equal ‘right and left brain’ learning activities to take place in classrooms so that all learners benefit. Therefore, it is important for educationalists and teachers to redress the balance in their classrooms as neurodivergent learners whose strengths tend to be concentrated more in the right hemisphere of the brain deserve to access their preferred learning styles in school like their left hemisphere dominant peers, otherwise they are unfairly discriminated against and set up to fail by teachers. Therefore, schools should purposely plan activities that are geared towards supporting all learners, those whose strengths lie in both the left and right hemispheres to strategically provide a balanced opportunity for all learners to close the gaps in their learning and thus providing an equal chance of succeeding at school to safeguard future mental health.   

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