Handedness literacy in teachers: Data from Greece, Serbia, and Belgium

Handedness literacy, a term coined here to refer to one’s knowledge about and understanding of handedness, is an understudied yet crucial component of educational neuroscience. It is distinct from attitudes toward left-handers, but it can inform the practical and psychosocial support teachers provide to their left-handed students, thereby promoting better classroom ergonomics and reducing stigma. This study investigated teachers’ handedness literacy for the first time, focusing on educators from Greece (n = 273), Serbia (n = 365), and Belgium (n = 213). Qualitative responses from Greek and Serbian educators differed in emphasis (neurobiological versus practical), but generally revealed supportive attitudes towards left-handers. Quantitative analysis from all three countries highlighted factual misunderstandings, with many educators incorrectly associating left-handedness with increased intelligence, or expressing substantial uncertainty about whether left-handedness is a feature of autism and dyslexia. Contrary to our hypothesis, left-handed educators did not demonstrate superior handedness literacy compared to their right-handed counterparts. Additionally, teachers across countries consistently overestimated the proportion of left-handers in the population, possibly conflating left-handedness with general non-right-handedness. Most teachers further acknowledged the need for improved handedness literacy. Findings underline the critical importance of integrating formal training about handedness into teacher education and professional development programs.