A recent survey reveals that 88% of Australian teachers still believe in the learning styles myth, which was debunked nearly two decades ago. The myth suggests students learn better when taught according to their preferred learning style—visual, auditory, kinesthetic, or reading/writing. Education research fellow Trisha Jha expressed surprise at the high percentage, noting that the idea has been scientifically discredited since 2008. Despite this, the majority of teachers remain convinced of its validity, with only 12% recognizing it as a neuromyth. The survey, which included 377 teachers, also found mixed understanding of evidence-based learning principles. While 92% of teachers correctly identified that problem-solving should be practiced in context, and 74% understood that the brain can only process limited information at once, the persistence of the learning styles myth remains concerning. Jha highlighted that Australian teachers lack a coherent, evidence-aligned body of professional knowledge about learning, despite national efforts to align education policies with scientific evidence. University of Canberra lecturer Julia Davies-Duff noted that while newer teachers are exposed to cognitive science in their training, their application of this knowledge depends on their school environment. Schools that support evidence-based practices strengthen teachers' understanding, while those resistant to such approaches risk undermining their training. The Education Directorate reported that all ACT public school teachers have undergone professional learning based on cognitive science as part of the Strong Foundations program since 2025. Similarly, Catholic schools have implemented the Catalyst program, with most teachers reporting strong use of science of learning principles. Despite these initiatives, the survey indicates a significant gap between policy and classroom practice. Davies-Duff mentioned that the ResearchED Canberra conference, which focused on evidence-based practices, sold out weeks in advance, indicating a strong teacher appetite for professional development. However, the persistence of the learning styles myth suggests that more work is needed to ensure evidence-based teaching methods are consistently applied across all schools.

“A couple of other schools used their Variety grants to get desk bikes,” says Megan Hurd, vice chair of Arrowview Elementary School’s parent advisory council.

Others defend her with outcries of, “You’re dissing women’s art!” or, “Some people are kinesthetic learners.”

Gravity Goldberg’s "The Body-Brain Connection" details the learning power of kinesthetic activities and explains how they can be incorporated into classrooms.

Visual, auditory, kinesthetic: most classrooms still sort children this way. Direct tests of matching a lesson to a preferred style turn up no learning boost at all. What moves the needle is simpler: a format that fits the material, a diagram for a floor plan, a spoken story for a narrative, practice for a physical skill. Firefly Ed's classes are built around that idea.