As Queensland marks State Education Week from 26 to 30 October 2026, a leading neuroscientist is urging school leaders to look beyond technology.
Professor Ken Purnell, Head of Educational Neuroscience at CQUniversity in Queensland, says the real conditions for good learning are not found in devices or platforms — they are biological.
He has identified five practical priorities grounded in how the brain works. His framework draws on brain-based learning research to give teachers practical tools. For school Principals and education leaders under pressure to lift outcomes, the implications are practical and immediate.
“A great school is more than modern buildings and the latest technology,” Professor Purnell said. “Its quality rests on learning experiences that foster belonging and understanding. They enable students to apply what they learn in and beyond the classroom.”
Five brain-based learning priorities schools can act on now
1. Safety: make it safe to try
Before learning can happen, students need to feel physically and psychologically safe. Research shows that stress and classroom hostility place direct strain on the cognitive systems students rely on for reasoning and recall. “Clear routines, calm responses and respectful correction help make the classroom a dependable, pleasant place for learning,” Professor Purnell said.
2. Belonging: make connection part of learning
Students need more than a seat. They need opportunities to contribute ideas, hear different perspectives and work through disagreements. A 2026 Monash University literature review, published by the International Baccalaureate Organisation, found belonging develops through ordinary, cumulative experiences. These include predictable care from adults, respectful peer cultures and fair responses to harm.
The review found belonging consistently correlates with better mental health, engagement and learning outcomes across K–12 education. “Give every child someone to turn to and opportunities to contribute, not merely a seat in the room,” Professor Purnell said.
3. Attention: keep the focus on the learner
Artificial intelligence tools are now embedded across Australian schools. Professor Purnell raises a concern: are students using technology to think, or to avoid thinking?
A Wharton School of the University of Pennsylvania study involving nearly 1,000 high school mathematics students in Türkiye found a direct cost. Those using an unrestricted generative AI tutor scored 17% lower on unaided tests than peers who worked without AI assistance. A tutor configured to offer hints rather than direct answers performed 127% better.
Professor Purnell recommends that teachers ask students to attempt tasks first and explain their reasoning before turning to AI tools. Schools thinking through how to approach AI use in the classroom responsibly will find that boundary worth setting clearly.
4. Meaningful practice: return to learning and use it differently
A single exposure to a concept rarely builds the kind of memory that holds under pressure or transfers to new situations. Professor Purnell recommends returning to key concepts the next day, the following week and in subsequent months. “Change the example or context, mix it with earlier learning, and ask students to explain their decisions,” he said.
5. Regular movement: give the body a role in learning
Movement is not a reward; it is part of learning. A 2026 systematic review and meta-analysis in Educational Psychology Review examined 35 studies involving 7,701 students aged six to 16. It found a small but statistically significant positive effect of classroom activity breaks on working memory (Melguizo-Ibáñez et al., 2026).
“Movement should be part of the learning day, not something reserved for lunch breaks or physical education,” Professor Purnell said.
What does neuroscience-informed teaching mean for Australian school leaders?
None of the five priorities requires new infrastructure or significant budget. Professor Purnell’s advice is practical by design. His starting point for any school is a single question: ask students what helps them learn, then listen carefully.
For school leaders building stronger cultures around student wellbeing and achievement, that question may be the most powerful place to begin. Brain-based learning makes that case clearly: students learn best when they feel safe, connected and challenged to think.