The Impact of Synaesthesia on Inclusive Teaching and Learning: A Systematic Literature Review

Sewell, Alexandra, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Davies, Samantha (2026) The Impact of Synaesthesia on Inclusive Teaching and Learning: A Systematic Literature Review. British Journal of Special Education, Early (View). pp. 1-11. ISSN 0952-3383

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Abstract

Synaesthesia is a neurodevelopmental phenomenon involving consistent, involuntary cross-modal sensory experiences. Though well-documented in cognitive neuroscience, its implications for educational practice remain underexplored. This systematic narrative literature review investigates how synaesthesia may impact children’s learning and inform inclusive classroom pedagogy. Using Xiao and Watson’s (2019) review typology and the PRISMA framework for study selection, 23 studies were synthesised across four key themes: (1) cognitive and perceptual advantages, (2) educational impacts and learning strategies, (3) developmental trajectory, and (4) broader cognitive and personality profiles. Findings indicate that synaesthetes often display enhanced memory, associative learning, and creativity, traits that could be leveraged in classroom contexts. However, challenges arise when educational materials conflict with individual perceptual mappings. Despite these findings, current pedagogical guidance and intervention strategies for synaesthetic learners are scarce. The review underscores a need for greater professional awareness and tailored educational approaches aligned with the neurodiversity framework. It concludes that synaesthesia, while often overlooked, holds significant potential for informing strengths-based and inclusive education.

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