Neuro-linguistic programming and learning
Date: 01 October 2010
A report based upon a series of teacher-led action research case studies. Each one focusses on the effects and impact of neuro-linguistic programming (NLP) in education and alongside is a systematic literature review of the same topic.
The aim of this report is to address two significant gaps in the research literature: the absence of any formal and systematic literature review of evidence in relation to the impact and use of NLP in education, and the lack of any substantive teacher-led and classroom-based action research in this area.
NLP is a relatively new field of study, especially in relation to its application within education, and this may well have contributed to this gap in the literature. However, given the general consensus on the importance of interaction and communication in teaching and learning (alongside subject knowledge), the extent of the gap is perhaps hard to explain. The 24 teacher-led action research case studies presented in this report demonstrate that teachers recognise the importance of communication in effective learning and teaching, and more so, understand the potential of the application of NLP to achieve this, particularly in relation to language and learning, rapport, interpersonal skills and flexibility.