Fifty Years of Research: The Case for Neurodevelopmental Education in Teacher Training
- Tori Sheppard
- Aug 25
- 6 min read
After the INPP School Programme training at Macosquin Primary School in Coleraine this past week—funded by the Department of Education Northern Ireland and attended by 45 teachers and principals from local schools—three thoughtful social media post comments brought the question into sharp focus.
This is not a new thought for me — but seeing three other professionals say it so plainly was incredibly encouraging. It’s a reminder that the question is shared, and that perhaps the time has come to press for answers.
The question is this:
Why isn’t Neurodevelopmental Education part of every teacher-training institution?
Professional Voices Echoing the Same Question
In response to the training, a number of thoughtful posts and comments from colleagues and educators highlighted this very issue. These voices underline that the question is shared by many professionals working in education and child development.
Here are three examples:
“As an educator, I see this training as essential… I look forward to the day when this invaluable approach is recognised as a core part of teacher training across the country.”--Taqua Imam
“It would make so much sense to have INPP theory and practice as part of teacher training in Northern Ireland.”-- Anne Marie O'Kane
“...it is undoubtedly only a matter of time until it becomes an integral part of teacher training” --Jenny Monnin
You can view the original Facebook post here:👉 Original Facebook Post
Fifty Years of Research, Still Absent from Teacher Training
This year, INPP marks its 50th anniversary. Over five decades, research has highlighted how neuromotor immaturity may affect children’s readiness for learning, coordination, attention, and emotional regulation.
For a sampling of that research and for a listing of excerpts from reports provided by some schools and local authorities where the INPP Developmental Screening Test and School Intervention Programme has been used see here:
It is important to underline that this absence in teacher training is not about blame. For many years, neurodevelopmental education may have seemed too avant-garde, or the research base not yet strong enough to warrant inclusion in mainstream curricula. But that time has passed.
Today, the evidence is clear, the INPP School Programme has been implemented in schools across multiple countries, and the results demonstrate that it is significant. What was once seen as niche is now an attainable, evidence-informed addition to teacher education.
From Classroom Struggles to Potential Solutions
The INPP School Programme, implemented internationally for nearly 30 years, suggests one possible framework. Research and practitioner reports indicate that it may provide a practical, low-cost way to help children whose learning is affected by neuromotor immaturity.
The model is straightforward:
Screen children for signs of neuromotor immaturity. (Ideally this could be done in P1 so that children are "caught" in this safety-net as early as possible.)
Low to Mid scores → offer a short daily school-based developmental movement programme. And it can be done with whole classrooms of children, making it easy for both the children and the teacher to incorporate it into each school day.
Higher scores → consider referral to a local or (even school-based !...this is already happening in Academies in Bradford, England) neurodevelopmental therapist for more targeted support (for an INPP Licentiate near you: https://www.inpp.uk/uk-inpp-practitioners )
This approach does not demand enormous expenditure or large-scale funding that is out of reach and could even contribute to LESS need to fund help for these children in the future. While outcomes can vary, evidence suggests that it can help reduce barriers to learning and support greater educational engagement and increased social and behavioural maturity.
Why Isn’t This Part of Teacher Training?
Teachers are often the first to observe when a child is struggling. But without awareness of neuromotor development, these difficulties may be misunderstood or attributed to other factors.
Including neurodevelopmental education in teacher training would not replace existing approaches. Instead, it could provide an additional perspective — giving teachers more tools to interpret children’s needs and decide whether to use classroom-based strategies or refer for specialist input.
What if there was a REASON children weren't able to progress academically, socially and behaviourally at the same rate and pace as their peers? And what if it were possible to address those reasons developmentally as underlying factors? This kind of "bottom-up" approach is child-centred, gentle, drug-free and requires only 10 minutes of classroom time each day.
The Expertise Is Already Here
The UK is home to internationally recognised leaders in this field — and they are not far away.
Sally Goddard Blythe, MSc, who served as Director of INPP International for 25 years, is based in Chester, England. She has contributed extensively to the research base and published widely on neuromotor readiness for learning, with her work shaping international discussions for decades. She would make an automatic choice for a visiting lecturer at any institution in the world and among many other publications, she is also the author of "Assessing Neuromotor Readiness for Learning" which is the INPP School Programme.
Pauline Shannon, INPP UK’s new National Principal and Trainer, is based in Edinburgh and actively provides training to schools and professionals across the UK.
For teacher-training institutions, this is not an impossible reform. It could begin very simply: in the UK and Ireland, Sally Goodard Blythe or Pauline Shannon could easily be invited as guest lecturers, with minimal travel involved, bringing their expertise directly into teacher-education courses. They already have the materials, the training frameworks, and decades of applied experience to offer.
I offer these two as our experts in training in the UK, but there are experts in this field around the world! https://www.inpp.uk/rest-of-the-world The lecturers are in arm's reach for ANY teacher training institution in the world ....and if they can't get there in person, we all know how to watch a lecture on Zoom or Teams these days.
The knowledge exists. The frameworks exist. What remains is the decision to include them within teacher training.
Learn More via These Videos
Time for a Fresh Conversation
Our education system is under pressure, and teachers are stretched. While reorganising resources is often the focus, I would like to suggest that it is time to more deeply and practically address the developmental foundations of learning.
Neurodevelopmental education is not a replacement for existing teacher training, nor a guaranteed solution to all learning difficulties. But it represents an evidence-informed approach that may help teachers identify potential underlying issues earlier and consider appropriate responses.
Explore the Research
Join the Conversation
If you’re a teacher, how might this knowledge change the way you view your classroom? If you’re linked with a teacher-training institution, isn’t it time to explore how this could be included in future curricula?
Institutions shaping teacher education in Northern Ireland:
@stranbelfast (Stranmillis University College)
@qubssesw (Queen’s University Belfast – School of Social Sciences, Education & Social Work)
@ulsteruniversity (Ulster University)
@stmarysuniversitycollege (St Mary’s University College, Belfast )
Also tagging:
@Department of Education Northern Ireland
@Paul Givan (Minister of Education)
@Education Authority Northern Ireland
The next 50 years of research into neuromotor immaturity, reflex integration, and developmental movement programmes, should not remain underused. It deserves to inform the way we prepare teachers and support children.
For upcoming training dates in the INPP School Programme: https://www.inpp.org.uk/onedaycourses
If you are interested in the private practice of Map & Compass Neurodevelopmental Therapy, please feel free to explore the website.
If you would like to get in touch, feel free to book in for a free enquiry call:
Free Enquiry Call: https://www.mapandcompasstherapy.com/service-page/enquiry-video-call-free-consultation?referral=service_list_widget
If you are wondering if an INPP Programme may be a good next step for your child, this screening questionnaire can be a helpful tool to determine that for both of us:
Free Screening Questionnaire: https://www.mapandcompasstherapy.com/screening-questionnaire
If you would like to go ahead and book an Initial Consultation the link is here:
And for regular posts regarding neurodevelopmental therapy and neurodevelopmental education, you are invited to follow Map & Compass on Facebook and Instagram.
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