Pop psychology often offers quick solutions to complex problems, while neuromyths—misunderstandings about brain function—have become prevalent in educational practices. Teachers may also resort to these unproven concepts due to a lack of understanding of the complexities of learning, leading to ineffective teaching strategies. Although these beliefs may seem appealing, they can waste resources and time, and their uncritical adoption in classrooms can hinder evidence-based teaching methods and ultimately harm student learning outcomes. This study examined the teachers’ understanding of major fads and neuromyths adopted in South African classrooms. The study was informed by the Constructivist Learning Theory. Within an interpretivist paradigm, the study adopted a qualitative research methodology, and a multiple case study design was utilized. Data was collected from four private schools in Midrand, Gauteng, South Africa. The study sample size comprised 20 trained professional teachers from four private schools in Midrand, South Africa, with five teachers selected from each school. The teachers were chosen using purposive sampling method. Semi-structured interviews were used as tools to gather data. Thematic framework was used to analyse the qualitative data from interviews. The study findings indicated that teachers understanding of fads and neuromyths include exaggerated claims and false beliefs and common neurological misconceptions.

Keywords: Teachers, Understanding, Fads, Neuromyths, South Africa, Classrooms.