Neuromyths: Misconceptions about neurodevelopment by Italian teachers

Abstract

Background: Neuromyths are commonly held misconceptions about the brain, often generated by a misunderstanding of scientifically established facts. To date, limited research has explored the pervalence of neuromyths about neurodevelopmental disorders in the teacher population.

Method: The current study investigated the prevalence of teachers' general and neurodevelopmental neuromyths among 820 Italian teachers.

Results: Italian teachers correctly identified 73% of general neuromyths and 70% of neurodevelopmental neuromyths. The difference between general and neurodevelopmental neuromyths endorsement was significant. Frequency of accessing relevant information emerged as a protective factor. A mediation analysis showed that higher need for cognition was significantly associated with a higher frequency of accessing relevant information about the brain, which in turn led to lower endorsement of neuromyths.

Conclusion: In line with our findings, we suggest that teachers can benefit from neuroeducation initiatives aimed to enhance neuroscience literacy in both the initial education and continuous professional development of teachers.

Keywords: Education; Neurodevelopmental disorders; Neuromyths; Teacher education.