Research on the neurological basis of learning should play a much greater role in education policy, a report from Britain's leading academic institution has said. The Royal Society also suggested that brain biology should form part of the curriculum for teacher training.

"Educational neuroscience" which investigates basic brain processes involved in learning could be highly beneficial if applied properly in schools and colleges, it claimed.

The report, "Brain Waves Module 2" points out that neuroscience rarely features as part of initial teacher training courses. It recommends that teacher training for special education needs should focus on the biological basis of learning difficulties such as dyslexia and attention deficit hyperactivity disorder (ADHD).

Professor Uta Frith, who chaired the Royal Society working group that produced the report, said: "Education is concerned with enhancing learning and neuroscience is concerned with understanding the mechanisms of learning.

"It seems only logical that the one should inform the other. Every day we are discovering more and more about how the brain works and if this information can help us to learn more effectively or hone the skills of the workforce, then we should be using it."

The report also touches on cognitive enhancement involving the use of drugs to improve problem-solving ability or memory. Some drugs such as Ritalin and Modafinil, now prescribed for conditions such as ADHD, were increasingly being used "off-licence" by people with normal brain function to increase motivation and concentration.

"There is a definite need for more research to establish the side effects of taking such drugs," said Prof Frith. "This research is also going to have to take into account the ethical issues that arise from questions like access and fairness."

But she pointed out that education was a natural "cognitive enhancer" and open to everyone. "On top of typical educational attainment, we know that education can build up a person's cognitive reserve and resilience, helping them think flexibly and adapt to stressful and traumatic events such as brain injury, mental disorder and normal ageing," she added.