Education research continues to remind us of the powerful impact teachers have on children. This impact is overwhelmingly positive—the studies we highlight here demonstrate specific ways in which teachers can or already do help students feel a sense of belonging in school and make gains in learning.

There are areas for improvement, though: Researchers have shown that different rates of suspensions and expulsions for black and white boys have more to do with adult perceptions of those kids than with their behaviors.

New research also refined our understanding of many popular ideas, from learning styles to growth mindsets and the marshmallow test.

But if there’s a common thread among most of these studies, it’s this: To boost student learning, focusing on academics isn’t enough. We should also think about how well students—and teachers—are supported.

Simple Yet Effective Ideas

Small changes in the classroom can yield surprising benefits. A study this year found that greeting students at the classroom door had both psychological and academic benefits: Engagement increased by 20 percentage points while disruptive behavior decreased by 9 percentage points—effectively adding an extra hour of learning to the school day.

Another study found that heavily decorated walls can overwhelm students, impairing their attention and memory. A mix of learning aids, inspiring posters, and student work can make classrooms feel lively and warm.

Peeking Into the Brain of a Student

We have made significant breakthroughs in understanding the science of learning, largely through technologies that give a real-time look at what happens in a child’s brain as they learn.

For example, researchers used functional magnetic resonance imaging (fMRI) to demonstrate that children who have the strongest reading skills also have more interactivity between different regions of the brain, suggesting that reading is a whole-brain activity and that growth in reading skill may benefit from a multisensory approach like reading aloud or being read to while looking at the words on the page.

Confirming that point, a separate group of researchers using magnetic resonance imaging (MRI) studied brain networks involved in processing narratives in preschool-age children as adults read them illustrated stories and stories with no pictures, and as they watched animated videos of stories. Brain networks connected with language, visual imagery, and learning were more engaged when adults read the children illustrated stories; stories without pictures were too challenging, and the animated videos were overwhelming. Score one for picture books.