BRAIIIIINNNNNNSSSS!
As a teenager, I loved zombie movies. As an adult, I love talking about and learning about the brain. Is there a correlation? I'm not really sure.
Today I want to share with you some neuromyths. In some ways these myths are harmless, but consider this...
Some of these myths have become so pervasive as general "rules" of our society, that they shape the way we think about ourselves, our children, and our students without us realizing.
So in some ways these myths are very dangerous! As dangerous for our brains as zombies are? Perhaps!
What is a Neuromyth and Why Are They Pervasive?
A neuromyth is a common misunderstanding about the brain that is not supported by science.
Some of these myths were born out of a lack of scientific understanding. For the majority of human history we have had very little understanding of our brains.
Neuroscience as a field of study emerged in the 1950s and 60s.
The first school of neuroscience at University of California- Irvine was created in 1964 (my alma mater- zot zot!).
In 1991 functional magnetic resonance imaging (fMRI) was first used in brain studies, further expanding our understanding of the brain.
Other myths are more complicated because parts of them are true, but their oversimplification has led to misunderstanding.
Despite our understanding of the brain growing exponentially in the last 75 years, our perspectives on education have not caught up. While science has accepted these neuromyths as false for years, they are beliefs still held by teachers, parents, and education policy makers.
Many of these myths have shaped education theory and policy for hundreds of years, and it costs us students. Our misunderstanding and societal ignorance about the brain has caused us to create a system that overlooks bright, neurodiverse individuals.
Some of these myths may be surprising to you, they were to me too! Some might even seem counterintuitive to what you have observed or experienced in your own life. Just try to hear me out.
Common Neuromyths Debunked
Myth 1: The Brain is Hardwired and Unchangeable
🚫 Myth: After certain "critical periods" of development, foundational abilities are set in stone.
✅ Fact: The brain is highly plastic. Neural pathways grow through repeated use and unused pathways fade away. Individuals are capable of learning and growing new neural pathways at any age. Students with learning disabilities can improve their cognitive abilities through targeted, repeated practice.
This myth can be particularly harmful because it might lead teachers to give up on struggling students or cause parents to delay intervention thinking "it's too late." Instead, we should:
Use growth mindset language: "You haven't learned this yet"
Document progress to show growth over time
Remember that intervention can be effective at any age
Celebrate small improvements as evidence of brain plasticity
Myth 2: People are Either "Right-Brained" or "Left-Brained"
🚫 Myth: People are either more "right-brained" (creative) or more "left-brained" (logical).
✅ Fact: You use both sides of your brain for almost all tasks. We need to focus our attention on improving how the two sides of our brain work together.
This myth has led to some students being labeled as "just not good at math" or "not creative." Instead, we should:
Incorporate artistic elements into math lessons
Use logical reasoning in creative writing
Encourage multiple approaches to problem-solving
Design projects that combine analytical and creative thinking
Myth 3: Learning Styles Determine Success
🚫 Myth: Teaching students to their preferred learning style will improve outcomes.
✅ Fact: Students learn better when information is presented using multiple senses. Research shows that engaging multiple senses simultaneously creates stronger neural connections and better retention of information.
Rather than limiting students to one learning style, we can:
Present information in multiple ways for all students
Use visual aids AND verbal explanations
Incorporate movement into lessons
Create assignments that allow for multiple forms of expression
Use manipulatives alongside abstract concepts
Myth 4: We Only Use 10% of Our Brain
🚫 Myth: You only use 10% of your brain.
✅ Fact: We use all of our brain, all of the time. Different regions are active for different purposes, but no part goes unused.
I think this myth is still pervasive because it is comforting. We can put our hopes and dreams into that untapped 90% potential and blame that for our faults. It's nicer to think we would be able to solve all of the world's problems by tapping into our unused brain power, than facing the reality that some problems don't have answers.
Instead of seeking "quick fixes" or "brain unlocking" programs, we should:
Focus on developing existing capabilities
Help students understand that learning requires effort
Create safe environments for making mistakes
Celebrate different types of thinking and problem-solving
Myth 6: Letter Reversals Always Indicate Dyslexia
🚫 Myth: Reversing b's and d's is always a sign of dyslexia.
✅ Fact: Letter reversals are common in early writing development for all children. While persistent reversals past age 7-8 can be one indicator of dyslexia, they must be considered alongside other symptoms. Dyslexia is a complex learning difference that involves challenges with phonological processing, not just visual perception.
When evaluating letter reversals, we should:
Consider the child's age and developmental stage
Look for multiple indicators when considering dyslexia
Implement systematic phonics instruction
Use multi-sensory approaches to letter formation
Myth 7: Male and Female Brains Are Fundamentally Different
🚫 Myth: Male and female brains work differently.
✅ Fact: Brains vary widely from person to person, regardless of sex. While some studies have indicated small differences in structure and neural connectivity in the brain scans of men and women, brains vary so widely from person to person we cannot conclusively attribute these differences to gender identification.
To combat this myth, we should:
Provide equal opportunities in all subjects
Use gender-neutral examples in teaching
Challenge stereotypes when they arise
Create inclusive learning environments
Highlight diverse role models in all fields
Myth 8: IQ Tests Define Intelligence
🚫 Myth: IQ tests are an absolute measure of intelligence.
✅ Fact: IQ tests measure how well you take IQ tests. Intelligence is multi-faceted and cannot be reduced to a single number. These tests often fail to account for cultural differences, learning differences, and various types of intelligence such as emotional intelligence, creative problem-solving, and practical skills.
To better assess student capabilities, we can:
Use multiple assessment tools
Look for strengths beyond traditional academics
Consider cultural and linguistic factors
Help students identify and develop their unique talents
Moving Forward: Creating Change
Understanding these neuromyths is crucial for creating more inclusive and effective learning environments.
Here are the key takeaways:
Every brain is unique and capable of growth
Learning differences are not learning limitations
Multi-sensory teaching benefits all students
Focus on individual student needs rather than broad categorizations
It's never too late to learn new skills or develop new strategies
By moving past these myths, we can better support all learners and create educational environments that truly serve diverse learning needs. Remember, the brain is remarkably adaptable - let's use that knowledge to help every student reach their full potential!
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