What is educational neuropsychology?  

Its central idea is that everything we learn has a real neurological basis; that is, it is measurable in our brain. 

Learning is neither magic nor an abstract process; rather, it is a complex process resulting from multiple interactions between different regions of the brain, involving multiple neural connections in specific areas. This process is known as a cognitive process.  

This is made possible by regional specialisation of the brain and neural plasticity. 

Regional specialisation of the brain  

The brain can be divided into two regions: the part we call the ‘cortex’ and the part we call the ‘subcortex’. 

In terms of its function, the cerebral cortex is in turn subdivided into the ‘right hemisphere’ and the ‘left hemisphere’. Although both hemispheres work together, each has its own specialities: 

For its part, the subcortex is associated with processes relating to memory, emotions and spatial awareness. 

Brain plasticity  

Generally speaking, everything we learn is linked to previous learning experiences, so that every time we learn something new, our brain literally transforms. 

This transformation of the brain is known as brain plasticity, and thanks to it, we are able to learn everything from the most theoretical concepts to the simple act of adapting to our environment. 

How does it work?  

By strengthening existing connections so that each new piece of learning builds on what came before. 

By creating new neural connections that cause what we learn to interrelate, forming a network of interwoven knowledge. 

When is it at its most powerful?  

It develops most fully during childhood and adolescence, but there is good news: it continues to function throughout life. 

The cognitive process and its mechanisms for learning  

We will distinguish between two mechanisms in order to understand the process of knowing and, consequently, of learning. 

Basic processes: The foundations  

Basic processes refer to the fundamental tools the brain needs to function; they are: 

Processes associated with perception  

• Function: To receive and interpret information from the environment that reaches us via the senses. 
• Importance: Without proper perception, there can be no learning. Perceptual disorders require adjustments to the teaching process. 
• Impact: The inability to see the letters on a page and recognise them leads to reading and writing difficulties. For example, in dyslexia. 

Attention processes  

• Function: To filter which information is worth processing. 
• Types: There are countless classifications of attention; based on its duration, the following are distinguished: 
• Sustained attention: This enables the focus to be maintained over time. 
• Selective attention: Enables the individual to direct their focus to whatever they wish to concentrate on. 
• Impact: Problems with attention lead to problems with performance. For example, in Attention Deficit Hyperactivity Disorder. 

Memory-related processes  

Located in the hippocampus (subcortex) and in the frontal cortex. 

• Function: to store the information received. 
• Types: Memory can be classified in various ways. Depending on the ‘duration’ for which it is stored, it can be divided into: 
• Working memory: Retains information temporarily. For example: remembering the password for a one-off transaction you carry out with your bank. 
• Short-term memory: Retains information for a longer period, ranging from minutes to weeks. For example: very specific details about a subject you are studying. 
• Long-term memory: Retains information for a long period, ranging from minutes to a lifetime. For example: riding a bike or the list of prepositions you learnt at primary school. 
• The key to the memory process is that the interaction between these three types is essential for learning. 

Higher-order processes: Advanced thinking  

Higher-order processes refer to the advanced tools the brain needs to function. These are the high-level skills that enable complex thinking. In neuropsychology, they are known as Executive Functions and can be divided into: 

Reasoning  

Enables: 

• Connecting ideas and concepts. 
• Draw logical conclusions. 

Problem-solving  

Enables: 

• Analysing complex situations. 
• Find creative solutions to a wide range of problems. 

Planning  

• Set objectives and organise tasks to achieve them. 
• Anticipate outcomes. 

Metacognition  

This is defined as ‘thinking about thinking’, that is, the ability to reflect on one’s own learning. 

It enables you to: 

• Identify your strengths and weaknesses. 
• Develop more effective strategies. 
• To self-regulate your learning. 
• To improve continuously. 

Foundations of educational neuropsychology  

It has already been established that the science which studies the interrelationship between basic and higher-order processes is known as educational neuropsychology or the neuropsychology of learning. 

But that is not all; educational neuropsychology goes beyond a mere understanding of the brain and learning, aiming to: 

1. To identify individual differences in cognitive processes and, in doing so, better cater for diversity. 
2. Accurately diagnose possible behavioural and/or learning disorders, as more than 60 per cent of learning difficulties are due to specific neurofunctional abnormalities. 
3. To provide personalised interventions based on these individual differences. 
4. To evaluate the outcomes of these interventions so that other potential strategies can be adjusted. 

Educational approaches are no longer aimed at finding out WHAT is happening to the pupil, but WHY it is happening. This paradigm shift transforms: 

• The effectiveness of interventions 
• Long-term outcomes 
• The overall educational experience 
•  The student’s self-esteem 

The power of identifying the true causes: Brain functions to be assessed  

Neuropsychology identifies exactly which brain processes need to be strengthened. 

ADHD: attention deficit hyperactivity disorder.  

ADD: attention deficit disorder.  

OPD: Oppositional Defiant Disorder.  

ASD: autism spectrum disorder.  

Educational neuropsychology in primary education  

Windows of opportunity: Harnessing neuroplasticity  

Primary education is the ideal time to implement neuropsychological interventions, as the child’s brain has an extraordinary capacity for adaptation and change. 

The term ‘window of opportunity’ refers to those stages in a child’s development during which they show a particular interest and intense receptiveness towards acquiring certain skills or knowledge. These are also known as ‘sensitive periods’. 

These periods are considered windows of opportunity because they are times when learning occurs more easily and naturally, as they coincide with periods of greatest neural plasticity in that specific area. 

Fundamental pillars of neurodevelopment  

To understand developmental milestones, it is necessary to carry out a comprehensive assessment of basic skills: 

🧠 Neuromotor processes  

• What are they?: Primary and secondary motor control, that is, the intentionality of movement and its coordination. 
• What do they involve?: They form the basis for the process of reading and writing and for learning by imitation. 

👁️ Visual processing  

• What is it?: Image processing for efficient visual input. 
• What do they involve?: Their development forms the basis for understanding the world around us and beyond, and for beginning the process of reading. 

👂 Auditory ability  

• What is it?: Sound processing for auditory discrimination and processing 
• What does it involve? It is essential for language development. 

Personalised intervention programmes: Neuropedagogy  

Personalised neuropedagogical intervention programmes are therapeutic plans tailored to each pupil’s specific cognitive needs, whilst also taking into account their emotional and behavioural needs. 

These programmes aim to improve the quality of the teaching and learning process, promoting positive adaptation to the educational environment and optimising pupils’ academic success as far as possible. Each programme is specifically designed to: 

• Stimulate specific functions: (memory, attention, language). 
• Respect individual learning paces. 
• Maximise existing strengths. 
• Compensate for identified weaknesses. 

Emotional needs: the impact on school life  

The neurobiology of positive relationships is rooted in the very chemistry of the brain. Learning environments characterised by psychological safety trigger the release of ‘calm and bonding’ neurotransmitters such as serotonin and oxytocin, whilst learning environments where fear prevails trigger the fear response, leading to the production of neurotransmitters such as noradrenaline, which are linked to the production of adrenaline and cortisol even when these are not actually required. 

Various studies have concluded that the most successful working groups are those that practise what is known as ‘equal distribution of speaking turns’ and ‘social sensitivity’.  

With regard to ‘equal distribution of speaking turns’, it is worth noting that, as long as everyone had the opportunity to speak, everything went well; however, if only one person or a small group spoke, collective intelligence was diminished. As for ‘high social sensitivity’, the groups that functioned best were those whose members were good at intuiting how others were feeling based on their tone of voice, the expressions used and other non-verbal cues. 

In psychology, there is a term that encompasses both this ‘equal distribution of speaking turns’ and ‘average social sensitivity’. This is psychological safety. Amy Edmondson, a professor at Harvard Business School, describes it as the shared belief amongst group members that the group is safe when it comes to taking interpersonal risks. Psychological safety would therefore be a sense of confidence that the team will not embarrass, reject or punish anyone for speaking their mind.  

From the perspective of neuropedagogy, meaningful learning depends not only on the content taught, but also on the emotional and social environment in which it takes place. In this sense, psychological safety in the classroom becomes a fundamental pillar for activating the most complex cognitive processes .  

In my experience as a teacher, I have found that the groups with the best academic performance and the greatest emotional cohesion are those in which I manage to establish this kind of bond. It is not just about teaching content, but about creating an emotionally safe environment where pupils’ brains can learn without being in defence mode. Thus, equal participation and empathy are not merely desirable values, but necessary neurobiological conditions for deep and lasting learning. 

Fostering psychological safety in the classroom allows pupils to express themselves without fear, thereby enhancing their learning. Studying neuropedagogy is essential for understanding how emotions influence cognitive processes, thereby optimising academic performance and promoting a more humane, inclusive and effective educational environment. 

Why choose the Master’s in Educational Neuropsychology at UAX?  

This officially recognised programme has been designed for those who wish to lead the transformation of the education system through brain science. The  UAX Master’s in Educational Neuropsychology combines academic excellence with a practical and innovative approach. 

You will be taught by lecturers who are experts in applied neuroscience, work on real-life case studies and have access to cutting-edge technology in educational neuroimaging. All this forms part of a learning experience that prepares you to tackle the real challenges of the classroom from a neuroscientific perspective. 

Furthermore, it is the only officially recognised master’s programme in Spain that integrates neuropsychology and education into a single curriculum. 

Educational neuropsychology is already transforming the way we teach and learn.  

Become one of the leaders who will make a difference in the years to come. Take the step towards a more inclusive, effective and human approach to education. 

Do it at UAX!  

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