Abstract Background The growing prevalence of dementia has intensified efforts to identify modifiable risk factors that can delay its onset. Early education is increasingly recognised as a site of preventive intervention, with potential to instil health-promoting knowledge and behaviours from a young age. Despite this acknowledgement, limited research has explored how educators, central agents in curriculum delivery, perceive the integration of brain health content in schools. This study investigates primary school teachers’ perspectives on implementing brain health education in the classroom. Methods Twenty-five teachers ( M age = 29.2 years, SD = 4.23) participated in semi-structured online interviews exploring their understandings of dementia and brain health, as well as their experiences with health-related teaching. Participants were recruited from public and independent schools across urban and regional Australian. Data were analysed using reflexive thematic analysis. Results Three overarching themes were identified: (1) Holistic brain health education , reflecting teachers’ preference for holistic approaches that address physical, emotional, and cognitive wellbeing together; (2) Pedagogical considerations , highlighting the role of digital platforms and student-centred learning to support delivery; and (3) Foundations for sustainable implementation , including the need for institutional support, professional development, and parental involvement. Despite interest in integrating brain health content, participants reported barriers including a crowded curriculum, limited training, and unclear policy guidance. Conclusions Findings reflect the untapped potential of primary schools as settings for brain health promotion. Supporting teachers through targeted training, curriculum alignment, and partnerships with health experts may assist the delivery brain health education in meaningful and sustainable ways. Our findings have relevance for broader public health discussions concerning lifelong brain health, while remaining grounded in the immediate educational context of primary schools.
Siette et al. (Wed,) studied this question.