Published in: Learning

Understanding how children learn today: moving beyond multiple intelligences in the English classroom

Why we need a broader view of learning

For many years, the theory of multiple intelligences helped teachers recognize that students learn in different ways. It challenged the idea of a single type of intelligence and encouraged more inclusive thinking in education.

However, current research suggests that learning cannot be fully explained by categorizing students into intelligence types. Today, educators rely on multiple, research-based frameworks to better understand how children learn and how classrooms can support that diversity—especially in English Language Teaching (ELT).

Rather than replacing one theory with another, this article explores several complementary approaches that together offer a more accurate picture of learning.

The limitations of multiple intelligences

While multiple intelligences played an important historical role, research has not shown strong evidence that teaching according to intelligence categories improves learning outcomes (Pashler et al., 2008).

In practice, labeling students as “visual” or “musical” learners may oversimplify learning, limit potential, and shift attention away from lesson design. For this reason, many educators now view multiple intelligences as a useful metaphor, but not a framework for instructional decisions.

Neurodiversity: recognizing natural differences in learning

Neurodiversity acknowledges that brains function differently and that these differences are a natural part of human variation.

This perspective includes learners with ADHD, autism spectrum conditions, dyslexia, and differences in processing speed or sensory sensitivity. In ELT classrooms, neurodiversity helps teachers understand that challenges often stem from how information is processed, not from a lack of ability.

Universal design for learning (UDL): designing for everyone

Universal Design for Learning (UDL) proposes designing lessons from the start to work for a wide range of learners.

It is based on:

• multiple ways to engage learners
• multiple ways to represent information
• multiple ways for students to express learning

The key idea is simple: teachers do not label students; they design better learning experiences.

Cognitive load theory: why less can be more

Cognitive load theory explains that learning is limited by working memory capacity. When too much information is presented at once, students struggle to process it.

This framework helps explain why some learners need more time, clearer steps, or fewer stimuli to succeed.

Executive functioning differences: managing learning, not intelligence

Many students who appear to “learn differently” actually experience differences in executive functioning, including attention, organization, memory, and self-regulation.

Supporting these skills through routines, visual schedules, and structured transitions can significantly improve learning outcomes.