How and when do children learn?

The work in neuroscience, psychology, indigenous cultures, the arts, technologies, equity and learning differences is all forming a new transdisciplinary area of “learning sciences”.

We have just begun to understand learning and its many forms and contexts in light of new innovations. Most of the new learning from brain research, including the recent knowledge about toxic stress, adolescent development, the importance of physical movement, creativity, and the impact of technologies has not yet made its way to teacher preparation. The research in this area is based on the premise that students need to fulfil a stable level of well-being before they are able to engage in meaningful learning.


The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.