Neuroscience gives us a clue: no two brains are wired identically. Not even those of identical twins. This truth, backed by researchers like Immordino-Yang (2016) and Sousa (2017), carries powerful implications for teaching. Learning isn’t just about absorbing information, it’s about how the brain processes, stores, and retrieves that information. And each brain does that in its own way.
One effective, research-based approach to promote learning for all students is Universal Design for Learning (UDL). This framework encourages us to plan lessons with built-in “instructional ramps”, that is to say, multiple pathways that make learning accessible and engaging from the very start. Just as modern buildings include ramps for everyone, not only for those with mobility needs, lessons can be designed so that all students can take part and thrive without the need for later adjustments.
Think of UDL ramps like the ones in buildings: they aren’t just for people in wheelchairs, they make access easier for everyone. The “ramps” we plan in our lessons, e.g: visuals, hands-on activities, discussions, reflections, help students who need extra support, but they also give all learners a smoother, richer path to understanding. And the beauty is, we don’t need to wait to meet every student first to plan with this variability; we can design these pathways ahead of time, so everyone can experience success, at least to some degree.
Creating Classrooms That Welcome Every Learner
Many educators recognise that learning must be challenging and accessible for every student, an approach supported by Universal Design for Learning (UDL), which provides flexible ways to teach, engage, and assess all learners (CAST, 2024).
Universal Design for Learning (UDL) talks about removing barriers and building ramps, both literally and metaphorically. Ramps don’t simplify the destination; they just make it reachable in different ways. In education, a ramp might be a visual aid, a graphic organizer, movement-based practice, or structured peer dialogue, to name just a few of the many pathways that make learning more inviting and effective for everyone.
Sometimes, without realizing it, we teachers can become the very barriers our students are trying to overcome. For example, when a student says, “I don’t understand,” many of us repeat the same explanation, just slower or louder. It’s a common reflex! But evidence suggests the problem often isn’t speed or clarity, it’s the format. Some learners may need a different approach, through a diagram, a hands-on demo, a new perspective, or even a peer explanation, to name a few.
And here’s one more surprising fact many teachers might not have noticed: we usually teach the way we learn best. Research confirms it (Willis, 2010). If we thrive through reading and writing, our lessons naturally follow that path, but learners who need movement, discussion, or a different kind of interaction can easily be left behind. Becoming aware of this is another crucial step toward reaching all students.
What the Brain Needs to Learn
To learn effectively, our brain requires certain essential conditions. These aren’t luxuries. They are real requirements for meaningful, long-lasting learning. In this context, let’s share some key factors that are central to optimising learning and which play a crucial role in how we absorb and retain information:
- Repetition with novelty: Repetition is essential as it strengthens memory. Yet, we need to revisit content with slight changes, new examples, formats, or perspectives. Repetition with novelty is not just helpful; it’s essential! When learners process content over time, and in a variety of modalities, their brains build stronger neural pathways. This process, known as long-term potentiation, means the more a concept is activated, the more accessible and long-lasting it becomes.
- Relevance : The brain prioritises information it finds meaningful. When lessons connect to students’ lives, interests, or prior knowledge, attention and memory pathways strengthen, making retrieval easier because multiple neural connections are activated (Tokuhama-Espinosa, 2020).
- Safety: Emotional safety is essential. When learners feel accepted and know their efforts are valued, they’re more willing to take risks, ask questions, and stay engaged. A safe classroom always nurtures curiosity and genuine participation, elements which greatly foster learning.
What Else Can We Do? Practical, Brain-Friendly Tips
Here are a few more practical strategies to support and extend the inclusive teaching that’s already working in many classrooms:
During instruction
- Break content into 15–20-minute chunks: The brain learns best through short, focused intervals. After about 20 minutes, attention naturally declines, and new information becomes harder to process and store. Pausing to reflect, recap, or collaborate gives learners time to consolidate learning and refocus, like this making the next stretches far more effective.
- Give students Think Time: After asking a question, pause for at least 5–7 seconds before calling on a student. It may feel long at first and research shows that most teachers naturally wait less than 1.5 seconds (Rowe, 1974). Yet, extending this pause, often called Wait Time or Think Time can transform classroom dynamics since it’s not a pause in teaching, but an invitation for deeper learning (Rowe, 1986; Tobin, 1987).
- Use techniques like “Think-Pair-Share”. This simple structure gives every student time to process ideas individually, discuss them with a peer, and then share with the group. It supports deeper understanding, builds confidence, and ensures that participation isn’t limited to the quickest or most outspoken learners.
When checking understanding
- Go Beyond Yes/No: Swap simple yes/no questions for ones that encourage students to explain, describe, or share their thinking. A few ways to make this could be:
- Can you summarise what we’ve done today?
- Name three characters we analysed in today’s lesson.
- Invent a sentence using today’s grammar structure(s).
- Share one question you still have about today’s topic.
And, end each lesson by having students recall key points as this strengthens memory, deepens understanding, and helps information stick long-term.
Rethinking What Inclusion Really Means
Inclusion isn’t about offering easier tasks to some. It’s about creating flexible entry points for everyone. Not lowering expectations, but adjusting how we help students to reach them. Scaffolding, as already proposed by Bruner (1978), is key: temporary support that’s removed as independence builds.
It also means offering choice. The brain thrives on ownership. Letting students choose between a short story, a podcast, or a drawing to show understanding doesn’t dilute learning. On the contrary, it sparks motivation to learn and can act as a life jacket for students who might never succeed if instruction isn’t flexible enough.
Food for Thought
Here are a few questions to spark reflection on how our teaching reaches every student:
- Are my lessons opening paths for every learner, not just the ones who find it easy?
- Am I offering variety, not just in content, but in how I teach it?
- Do I recognize and value the many ways students can show what they’ve learnt?
- When a student is disengaged, do I dig into why, or do I assume they just don’t care?
Closing the Loop
Inclusion requires more than goodwill. It demands careful planning and school-wide support, from shared training and collaborative planning to strong leadership. We don’t need to wait for labels or diagnoses to act: every student deserves equitable access. By normalising variety, flexibility, and meaningful connections in our classrooms, we create environments where learning is not only possible, but joyful.
References
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvella, & W. J. M. Levelt (Eds.), The child’s conception of language (pp. 241–256). Springer-Verlag. Retrieved 21 October, 2025, from https://journals.openedition.org/
CAST. (2024). Universal design for learning guidelines version 3.0 [Graphic organizer]. CAST. Retrieved 18 October 2025, from https://udlguidelines.cast.org
Immordino-Yang, M. H. (2016). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. W. W. Norton & Company.
Rowe, M. B. (1974). Wait-time and rewards as instructional variables, their influence on language, logic, and fate control: Part one—wait-time. Journal of Research in Science Teaching, 11(2), 81–94. Retrieved 11 October, 2025, from https://files.eric.ed.gov/fulltext/ED220276.pdf
Rowe, M. B. (1986). Wait-time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43–50. Retrieved 11 October, 2025, from https://docslib.org/doc/2895477/mary-budd-rowe-journal-of-teacher-education-1986-37-43-doi-10-1177-002248718603700110
Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin Press.
Tobin, K. (1987). The role of wait-time in higher cognitive level learning. Review of Educational Research, 57(1), 69–95. Retrieved 11 October, 2025, from https://www.researchgate.net/publication/244445196_The_Role_of_Wait_Time_in_Higher_Cognitive_Level_Learning
Willis, J. (2010). Learning to love maths: Teaching strategies that change student attitudes and get results. ASCD.