Translating neuroscience research to practice through grassroots professional learning communities

Abstract

The fields of Educational Neuroscience and Mind, Brain, and Education explore how neuroscience and psychology research can be applied to education practice. Prior work in these fields helped to distill and convey various learning strategies to educators, but bidirectional communication between researchers and educators is still very limited. Given the current challenges facing students and educators, such as the student mental health crisis [[1], [2], [3], [4] and educator burnout [5], [6], [7], there is a great need for more inclusive research translation efforts. In this commentary, we are proposing that neuroeducators, be they researchers, educators, and/or other interested parties, partake in grassroots efforts to help translate and advocate for educational neuroscience-informed practices in local school districts. One well known translation structure is the professional learning community (PLC). By offering to join or form a PLC with local schools, neuroeducators can help address urgent educational needs using research-informed guidance and strategies.