A recent study reveals Brazilian educators’ strong interest in neuroscience-based professional development, highlighting gender, teaching level, and context-related differences that could influence future teacher education initiatives.
A new Frontiers in Psychology study suggests that Brazilian educators are highly receptive to neuroscience-based professional development, but their confidence, interests and preferred training formats vary in ways that could matter for future teacher education. In a survey of 204 active teachers, most respondents said neuroscience was relevant to classroom practice and wanted more information, yet the patterns behind that enthusiasm were uneven across gender and teaching level.
The researchers used an online questionnaire circulated through professional networks and social media between March 2024 and August 2025. It asked teachers to rate their own knowledge and interest in 10 neuroscience-related topics, including attention-deficit hyperactivity disorder, autism spectrum disorder, memory and learning, the child’s brain, adolescent brain development, and scientific literacy and critical thinking. It also tested preferences for six delivery methods, ranging from recorded online classes to in-person workshops.
Overall, the appetite for further learning was striking. Only one participant said neuroscience had no relevance to education, and 186 respondents, or 91%, said they wanted more training in the field. But the study found that the strongest statistically supported differences were not about whether teachers valued neuroscience, but about which topics they felt most familiar with and which formats they preferred.
Gender differences were limited. Female educators reported greater interest in learning about the child’s brain than male colleagues. The authors suggest this may reflect the long-standing association between women and early years teaching in Brazil, as well as the way child development knowledge can become part of professional identity for many female teachers.
The clearest differences emerged by teaching level. Educators working in higher education said they knew more about scientific literacy and critical thinking than teachers in early childhood and elementary education, and more about neurodevelopment and brain plasticity than colleagues in early childhood, elementary and high school settings. The authors argue that this gap matters because those topics are especially relevant for teachers working with younger children, where early development and learning support are most consequential.
By contrast, the survey found no robust differences by institution type or area of expertise after statistical correction. Teachers in public and private schools did not significantly differ in their overall interest in neuroscience, and those with backgrounds in biological or health sciences did not consistently rate themselves as more knowledgeable once the results were adjusted for multiple comparisons. The authors say that points to a broader need for carefully designed training rather than assuming that subject background alone will fill the gap.
The study also adds to a wider Brazilian debate about the pressures facing teachers, from heavy workloads and low pay to violence in schools and uneven access to professional development. The authors note that a large majority of participants work in an environment where many teachers feel undervalued, and they argue that any successful neuroscience training will need to be practical, flexible and grounded in classroom realities. They say future work should use validated instruments, broader regional samples and objective knowledge measures before drawing firm conclusions about competence or neuromyths.
Disclaimer: This content is for informational purposes only and is not intended to be a substitute for professional medical judgment, advice, diagnosis, or treatment.
