{"id":833,"date":"2025-08-06T11:42:57","date_gmt":"2025-08-06T11:42:57","guid":{"rendered":"https:\/\/blog.equalityanddiversity.co.uk\/?p=833"},"modified":"2025-08-13T12:32:04","modified_gmt":"2025-08-13T12:32:04","slug":"briefing-learning-styles-what-school-leaders-need-to-know","status":"publish","type":"post","link":"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/2025\/08\/06\/briefing-learning-styles-what-school-leaders-need-to-know\/","title":{"rendered":"Briefing: Learning Styles \u2013 What School Leaders Need to Know"},"content":{"rendered":"<!-- Added by Post\/Page Specific Custom Code plugin, thank you for using! -->\n<style>.site-logo-img {display:none}\r\n.nav-previous {display:none}\r\n.nav-next {display:none}<\/style>\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>What Are &#8220;Learning Styles&#8221;?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The theory of learning styles claims that individuals learn best when taught in their preferred sensory mode:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Visual<\/strong> (seeing)<\/li>\n\n\n\n<li><strong>Auditory<\/strong> (hearing)<\/li>\n\n\n\n<li><strong>Kinesthetic<\/strong> (doing)<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Despite its popularity, research over the last 40 years shows <strong>no reliable evidence<\/strong> that matching teaching to these styles improves learning.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Why It Matters<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Learning styles are a \u201cneuromyth.\u201d<\/strong> Belief in them can misdirect resources and time.<\/li>\n\n\n\n<li><strong>Cognitive science emphasises effective teaching strategies<\/strong> (e.g. retrieval practice, spaced repetition, and dual coding) over unproven approaches.<\/li>\n\n\n\n<li><strong>Labels can limit learners.<\/strong> A child told they are a &#8220;visual learner&#8221; may avoid developing other learning strategies.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Key Risks<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Wasted planning time creating lessons for \u201cstyles\u201d instead of focusing on mastery of knowledge.<\/li>\n\n\n\n<li>Students can underperform due to <strong>self-limiting beliefs<\/strong> (\u201cI can\u2019t learn this because I\u2019m not an auditory learner\u201d).<\/li>\n\n\n\n<li>Neglect of inclusive, research-backed methods like scaffolding or structured practice.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Case Studies<\/strong><\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Case Study 1: Moving Beyond Styles in a Secondary Science Department<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Context:<\/strong> A school in Manchester had been using learning style inventories for KS3 science classes. Students identified as &#8220;visual learners&#8221; were only given diagrams or videos.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Issue:<\/strong> Teachers noticed these students struggled with conceptual questions and written explanations, particularly in exams.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> The department stopped differentiating by style and instead focused on <strong>dual coding<\/strong> (combining words with visuals), retrieval quizzes, and scaffolding tasks.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Outcome:<\/strong> Over two years, <strong>GCSE pass rates rose by 14%<\/strong>, and students reported feeling \u201cless boxed in\u201d by labels.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Case Study 2: Primary School and Neurodiverse Pupils<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Context:<\/strong> A primary school in Birmingham supported autistic students with \u201cpreferred style\u201d worksheets (e.g., mostly visual tasks).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Issue:<\/strong> Teachers found that pupils disengaged during oral activities and reading tasks, believing they \u201ccouldn\u2019t learn that way.\u201d<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> The SENCo introduced <strong>Universal Design for Learning (UDL)<\/strong> principles. Teachers now present content in <strong>multiple formats<\/strong> (visual, text, and oral), encourage <strong>small-step mastery<\/strong>, and focus on <strong>strengths rather than labels<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Outcome:<\/strong> Students improved in cross-curricular literacy tasks, and teachers reported better engagement and flexibility in learning.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Case Study 3: CPD Redesign for Evidence-Based Practice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Context:<\/strong> A trust of three schools was using CPD sessions based on learning styles inventories.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Action:<\/strong> Leadership replaced these sessions with workshops on <strong>cognitive load theory, metacognition, and retrieval practice<\/strong>.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Outcome:<\/strong> After 12 months, classroom observations showed a <strong>shift to more efficient planning and assessment<\/strong>, with teachers reporting less workload and higher pupil retention of knowledge.<\/p>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Good Practice for Design, Planning, and Delivery<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SLTs should ensure the following principles:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Design<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Embed <strong>Universal Design for Learning (UDL)<\/strong> \u2013 multiple means of engagement, representation, and expression.<\/li>\n\n\n\n<li>Use structured approaches, not style-based differentiation.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Planning<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Plan lessons by <strong>learning goals and prior knowledge<\/strong>, not sensory preferences.<\/li>\n\n\n\n<li>Integrate high-impact strategies like <strong>spaced practice and feedback cycles<\/strong>.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Delivery<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use <strong>evidence-based methods<\/strong> (e.g., dual coding, worked examples, retrieval quizzes).<\/li>\n\n\n\n<li>Encourage <strong>metacognition<\/strong>, helping students identify effective strategies.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Leadership Actions<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Audit and revise CPD<\/strong> to remove references to learning styles.<\/li>\n\n\n\n<li><strong>Train staff in cognitive science principles<\/strong> and inclusive planning.<\/li>\n\n\n\n<li><strong>Model evidence-based decision making<\/strong> in teaching and curriculum design.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-medium-font-size wp-block-paragraph\"><strong>Final Message for Leaders<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The intention behind learning styles \u2013 personalising learning \u2013 is admirable but misinformed. Schools can achieve far better outcomes by embracing <strong>research-led, inclusive practices<\/strong> that focus on how learning truly works.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What Are &#8220;Learning Styles&#8221;? The theory of learning styles claims that individuals learn best when taught in their preferred sensory mode: Despite its popularity, research over the last 40 years shows no reliable evidence that matching teaching to these styles improves learning. Why It Matters Key Risks Case Studies Case Study 1: Moving Beyond Styles [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_uag_custom_page_level_css":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[20],"tags":[],"class_list":["post-833","post","type-post","status-publish","format-standard","hentry","category-download-resource"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Briefing: Learning Styles \u2013 What School Leaders Need to Know - Equality and Diversity UK Blog<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.equalityanddiversity.co.uk\/index.php\/2025\/08\/06\/briefing-learning-styles-what-school-leaders-need-to-know\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Briefing: Learning Styles \u2013 What School Leaders Need to Know - Equality and Diversity UK Blog\" \/>\n<meta property=\"og:description\" content=\"What Are &#8220;Learning Styles&#8221;? 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