How did the Allies use statistical analysis to reduce the number of plane crashes in WWII? What colour stands out the most if you want to grab someone’s attention? And what happens if you tell children that Santa isn’t real?

This new book from the bestselling authors of The Science of Learning and Teaching & Learning Illuminated answers these questions and more as a way to finding out how can we help develop evidence-informed wisdom within education. As a result, you will be able to make better, more effective decisions.

Packed with fascinating, seminal, and sometimes quirky studies, along with anecdotes and beautiful diagrams to illustrate key points, this book is unlike any other in the professional development space. As well as exploring the role of research, experience and context, Evidence-Informed Wisdom also delves into the psychology of changing minds and offers guidance on how we and our team can better reflect on and review our decisions.

Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want to become evidence-informed and improve their practice in sustainable and meaningful ways.

Bradley Busch is a Chartered Psychologist and director of InnerDrive. He is one of the leading experts on how psychological research can best help teachers and students improve how they think, learn and perform. His main area of focus is on cognitive science and self-regulation.

Edward Watson is the founder of InnerDrive. He has worked with thousands of educators from all over the world, helping them become more evidence-informed. He is an Oxford University graduate who previously served seven years in the army. His main area of focus is on leadership and resilience.

Matthew Shaw is a Chartered Psychologist and Associate Fellow at The British Psychological Society. As well as working with hundreds of schools, he regularly consults with professional footballers and Team GB Olympians on how to perform under pressure and is particularly interested in the impact of cognitive biases on decision making.