Bélanger, Élisabeth; McMullin, Sophie; Hould, Élisabeth; Brault Foisy, Lorie-Marlène et Masson, Steve
(2025).
« Factors that Facilitate or Impede the Implementation of Neuroeducational Principles:
Perspectives from Preschool and Primary School Teachers ».
MIND, BRAIN, AND EDUCATION.
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Résumé
ABSTRACT—Through professional learning communities
comprising preschool and primary school teachers, we
investigated factors that facilitate or impede the implemen-
tation of neuroeducational principles, including repeated
neuronal activation, active learning, spaced learning, feed-
backandmindset.Findingsfromthissmall-scalequalitative
study indicate that general factors, such as classroom
management and curriculum overload, may impede the
translation of research knowledge into teaching practice.
Moreover, our study revealed that teachers also encounter
principle-specific barriers. These findings underscore the
necessity for sustained implementation, as the impact on
learning outcomes may not be immediately evident, even
when applying well-established principles such as spaced
learningandfeedback.
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