Born into a world of hyperconnectivity and AI, Generation Alpha faces neurological and emotional realities no curriculum was designed for.
In her new book, Generation Alpha in the Classroom: New approaches to learning, co-authored with Olga Sayer, Dr Erika Galea challenges educators to move beyond outdated methods and embrace a brain-based, emotionally-intelligent approach.
Speaking to The Malta Independent on Sunday, Galea said that this is not about lowering standards, it is about rewriting them to reflect how children actually learn, describing their book as a "roadmap" for every teacher and parent guiding a fast-changing world.
What inspired you to write a book specifically about Generation Alpha in the classroom?
Galea: The idea for the book wasn't mine - it came from Oxford University Press. After sharing a few articles on social media about how neuroscience can inform teaching, they reached out and asked if I'd be interested in co-authoring a book with my wonderful co-author, Olga. That moment made me realise just how much educators are seeking accessible, evidence-based, and evidence-informed guidance to better support today's students.
Before writing the book, I found myself imagining a letter written by a Generation Alpha learner in the year 2045. I asked myself, if a child from this generation looked back, what would they thank us for? What would they say we got right, or terribly wrong, in our schools? That question stayed with me and became the emotional anchor of the book - a roadmap for every teacher and parent supporting children in a fast-changing world.
That imagined voice haunted me in the best way. It pushed me to write a book that is not just academic or theoretical, but deeply human. A book that could bridge science and classroom practice - so we can meet this generation where they are, not where we wish they were.
So, who exactly are Generation Alpha, and how do they differ from the students teachers may be more familiar with?
Galea: Generation Alpha are those born from 2010 onward. They are growing up in a world of hyperconnectivity, instant feedback, AI integration, and unprecedented global change.
What makes them so different is the neurological reality they are developing in. Their brains are adapting to short attention spans, digital overload, and reduced face-to-face interaction. They swipe before they speak or write. They expect personalisation. And they're exposed to emotional stressors at a younger age than any generation before them.
Understanding these shifts - cognitively, socially and emotionally - is essential if we want to teach them effectively.
You write about the impact of technology on their learning - can you expand on that?
Galea: Absolutely. Technology isn't just a tool they use - it's the air they breathe. While it opens up incredible opportunities, it also influences their attention in ways that make some traditional teaching methods less effective. That said, certain evidence-based traditional methods remain highly effective and should still be part of our toolkit. The key is to strike a balance - preserving what works while adapting our strategies to meet the evolving needs of today's learners.
For example, the dopamine-driven reward loops of apps and games affect their focus and patience for delayed gratification. Educational neuroscience shows us that this impacts their executive functioning, emotional regulation, and even memory.
That is why in the book, Olga and I do not demonise tech - we unpack how we can balance it. We need to teach Generation Alpha how to manage their attention and regulate their emotions in a fast-paced digital world.
What are some of the biggest challenges teachers face when educating this generation?
Galea: I'll quote from that imagined letter I referenced earlier: "You saw past our symptoms and into our systems."
Teachers today are seeing higher rates of anxiety, dysregulation and disengagement - and they're often unfairly blamed for not "managing the class". In reality, they are responding to neurologically wired behaviours that require a slight shift in approach. While some traditional teaching methods remain valuable, children's brains are being influenced differently by technology, meaning we need to adapt how we teach. On top of that, dopamine overstimulation from excessive screen time can make it harder for students to focus, regulate their emotions, and stay engaged during offline learning.
This is not a challenge schools can tackle alone. Parents need to work hand in hand with educators by setting healthy boundaries around tech use at home, helping to restore balance and better support learning and emotional wellbeing.
The biggest shift? Moving away from traditional behaviour management and toward brain-aligned teaching - for both educators and parents. That means understanding concepts like cognitive load, sensory sensitivity, and how children's thinking and self-regulation skills develop over time. We wrote this book to make that science clear, practical and accessible.
And how can educators adapt their teaching methods to meet those challenges?
Galea: It starts with seeing each child not as a task to complete but a brain to engage. We need classrooms that are emotionally safe, sensory-aware, cognitively paced, rich in co-regulation and built around curiosity, not compliance.
For example, instead of more talk, we need more movement. Instead of very rigid structures, we need flexible approaches. And instead of relying solely on worksheets and textbooks, we need meaningful dialogue and active retrieval. These aren't buzzwords - they're strategies backed by neuroscience.
You also talk about the role of parents. What can schools do to collaborate more effectively with them?
Galea: We must stop seeing education as something that only happens in schools. Learning happens in routines, in sleep, in nutrition, in how emotions are managed at home.
When schools engage parents in understanding emotional regulation, brain development and the neuroscience of learning, children benefit significantly. We can't just explain or manage behaviour - we'd only be tackling the surface. School-home partnerships must be informed by neuroscience, helping parents understand how their child's brain functions. Only then can we address the root causes and truly support every child's growth. That's how we move from participation to transformation - for the benefit of every child.
When parents become part of the regulation loop, not just homework enforcers, everything changes.
Do you believe traditional schooling methods are still effective for this generation?
Galea: Not entirely. Traditional methods were built for an industrial world and Generation Alpha is growing up in a post-digital, emotionally complex, uncertain world.
That doesn't mean we throw away structure or high expectations, or the foundational skills needed to retain and apply what's learned. As mentioned earlier, some traditional methods remain effective. But we must evolve. That's the message at the heart of our book: we're not "lowering standards" by adjusting our methods - we're aligning with how the brain actually learns best.
If you had to give one key piece of advice to educators working with Generation Alpha, what would it be?
Galea: Teach the child in front of you - not the curriculum behind you.
What can be adjusted is the material. What cannot be postponed is the moment a child feels seen, understood, and safe to learn. That's when the brain opens. That's when learning becomes real. That's when education becomes transformational.
For readers who have not picked up the book yet, what can they expect?
Galea: Expect a book that blends neuroscience with empathy. Expect real strategies, classroom stories, and science made practical. Expect to be challenged, but also deeply encouraged. It doesn't tell you what to do; it helps you understand why it matters. Because this book isn't just about Generation Alpha - it's about what kind of adults we need to be to raise and teach them well.
You recently spoke at ResearchEdDubai 2025. How did you become a keynote speaker at this prestigious conference, and what topics did you present and discuss?
Galea: I was truly honoured to be invited to speak at ResearchEdDubai 2025, following a kind recommendation from the world-renowned Patrice Bain. This recommendation came about due to the work being done locally in Malta, particularly through the Educational Neuroscience Hub, where we focus on bridging cognitive science and pedagogy directly with educators in schools. I was absolutely ecstatic when I received the invitation - I honestly couldn't believe it!
The topics I discussed were very much in line with the work I do here, including emotion regulation, strategies for working with today's generation of students, and the impact of late-night tech use on the brain. It was a truly wonderful experience, not just because I had the opportunity to spend time with the incredible Bain, but also because I learned so much from my fellow speakers. The group of presenters at that conference was exceptional, and I walked away feeling deeply inspired.
And ultimately, that inspiration circles back to the core of all we do: at the heart of every student's education are the educators and parents - the role they play is truly invaluable. By creating awareness around the importance of neuroscience, and how we engage with today's students, we're not just influencing their education; we're empowering them for a future where they can thrive. Let's continue to work together - because when we understand how the brain works, we can make the difference every child deserves.
Generation Alpha in the Classroom is available for purchase at BDL Books in San Ġwann or online at https://bdlbooks.com/product/generation-alpha-in-the-classroom/
The author is the founder and director of the Educational Neuroscience Hub Europe (Malta), an initiative that bridges cognitive science and pedagogy to promote evidence-based strategies. Its mission is to enhance the effectiveness of teaching and learning by placing educators, parents and students at the heart of education. [email protected]