Work

The impact of Synaesthesia on inclusive teaching and learning: A systematic literature review

Year: 2026

Type: review

Abstract: Synaesthesia is a neurodevelopmental phenomenon involving consistent, involuntary cross‐modal sensory experiences. Though well‐documented in cognitive neuroscience, its implications for educational practice remain underexplored. This systematic narrative literature review investigates how synaesthesia may impact children's learning and inform inclusive classroom pedagogy. Using Xiao and Watson's (2019) review typology and the PRISMA framework for study selection, 23 studies were synthesised across four key themes: (1) cognitive and perceptual advantages, (2) educational impacts and learning strategies, (3) developmental trajectory and (4) broader cognitive and personality profiles. Findings indicate that synaesthetes often display enhanced memory, associative learning and creativity, traits that could be leveraged in classroom contexts. However, challenges arise when educational materials conflict with individual perceptual mappings. Despite these findings, current pedagogical guidance and intervention strategies for synaesthetic learners are scarce. The review underscores a need for greater professional awareness and tailored educational approaches aligned with the neurodiversity framework. It concludes that synaesthesia, while often overlooked, holds significant potential for informing strength‐based and inclusive education.

Source: British Journal of Special Education

DOI: 10.1111/1467-8578.70083

Authors: Alexandra Sewell, Alison Kington, Samantha Davies

Institution: University of Worcester

Language: English

Topic: Multisensory perception and integration

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: hybrid

Estimated APC paid: $2,900