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Despite a high level of interest and investment in "gold standard" evaluations of interventions in education, the gap between teaching practice and the latest research on learning appears wider than ever; likewise, persistent attainment gaps between certain groups remain. This report summarizes the presentations and discussion from a roundtable event that brought together representatives from educational practice, research, and policy to explore challenges and solutions in relation to establishing "what works" in different educational contexts. The commentary addresses issues surrounding (a) who is involved and when, (b) a need for methodological innovation, (c) communication, and (d) understanding and use of evidence by educators and policymakers. Suggestions for best practice in relation to addressing these issues using national and international examples are presented. Identified recommendations related to facilitating a research culture within the teaching profession, the promotion of data sharing and communication, and conducting realistic evaluations. Outstanding questions are highlighted.

In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of "translation," describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider "the teacher perspective." What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the "policy perspective" and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early-career teacher training.