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The findings highlight that the sample of preschool leaders in the UK possess a basic understanding of neuroscience and executive function knowledge, and amongst that, a prevalent belief in neuroscience misconceptions. Firstly, the findings emphasised there were no differences in preschool leaders’ euroscience literacy, neuromyth prevalence, and executive function knowledge scores for those with different years of experience and qualification levels. These findings are consistent with existing research in the field (Bissessar & Youssef, 2021; Im et al., 2018). Secondly, the findings highlight that there were significant associations between preschool leaders’ neuroscience literacy, neuromyth prevalence, and executive function knowledge scores. This finding was also consistent with other research in the field (Ferrero et al., 2016; Gleichgerrcht et al., 2015; Ruiz-Martin et al., 2022). Thirdly, the findings outlined that qualification level was a significant predictor of pedagogical approaches for neurodiverse children, years of experience and executive function knowledge predicted pedagogical decisions for the ADHD pupil’s vignette and overall general neuroscience literacy and neuromyth scores of preschool leaders did not significantly predict the pedagogical decisions for the neurodiverse and neurotypical vignettes. Finally, all variables, years of experience, qualification level, neuroscience literacy, neuromyth prevalence, and executive function knowledge did not predict preschool leaders’ pedagogical approach for the neurotypical pupil. To the researcher’s knowledge, the present study provides the first evidence that years of experience, qualification level, and executive function knowledge are significant predictors of pedagogy towards neurodiverse pupils for preschool leaders in the UK. To explore whether the findings from this study translate into the classroom, future research could adopt a mixed-method approach using these measures paired with interviews and observations to measure pedagogical decision-making in the classroom. A key recommendation is that preschool professionals are educated on specific neuroscience knowledge, including executive functions and neuroscience misconceptions. It is crucial that preschool professionals can understand executive function and dysfunction to put appropriate support in place for children early in their neurodevelopment in order to maximise educational outcomes. Preschool professionals play a pivotal role in children’s executive function development, which in turn significantly predicts their academic achievement in later life. Therefore, preschool leaders and teachers should seek training on executive functioning to aid pedagogical approaches and boost pupil achievement. A further recommendation is for policymakers to consider including specific executive function training into the early career framework and initial teacher training routes for preschool educators. Promoting preschool professionals’ executive functioning knowledge requires a comprehensive approach and collaborative efforts across support systems to create an inclusive school and community. Further support and training could also be provided through the preschool setting.

The research findings hold significant implications and recommendations. Implementing executive functioning and neuromyth training to teaching professionals in the preschool community, who are pivotal to paediatric neurodevelopment, may support them making more appropriate, evidence-based pedagogical approaches. The findings in this study may not only impact children’s educational outcomes but may also have an effect on their school readiness (Ansari et al., 2021; Gibb et al., 2021). With relevant knowledge of executive functioning preschool professionals, can adapt their teacher-led input and classroom activities to enhance educational outcomes. Parents of neurodiverse pupils may also benefit from the findings in this research, upskilling themselves to understand the neurological underpinnings of their children’s behaviour. Parents can actively engage with preschools to support their children’s learning and enhance their children’s environment at home. At a policy and governmental level, policymakers in the Department of Education could consider implementing these suggestions into initial preschool teacher training routes and early career frameworks and also by disseminating the word to preschools all around the UK to promote the importance of EF knowledge, awareness of neuromyths in their continuous professional development. At an educational psychology level, future psychological and educational assessment techniques could include executive functioning measures to understand teachers’ level of executive functioning knowledge and whether this supports learning methods provided by educational psychologists. At an academic researcher level, future research could adopt a mixed-method approach using the neuroscience literacy, neuromyth, and executive function knowledge measures paired with interviews and observations to measure pedagogical decision-making in the classroom to further understand these associations with broader populations such as primary school and early years foundation teachers.