Myth 5 - The Omega-3
education exchange
In 2025, 3 papers published research from over 4,500 teachers across 12 countries on the most commonly held education myths. In this series of blogs, we will look at the 10 most common myths, how they arose, and the realities behind them.
Can you spot a myth? Try this fun quiz based on some of the questions teachers were asked in the research studies
Spot the myth - Try here
Myth 5 - The Omega-3 (and Omega-6)
Who remembers being told in school to eat fish or eggs as a vital part of their diet during examination periods? The myths that Omega-3 (and Omega-6) boosts our brain power are woven into many people’s childhood experiences, but the reality is a misunderstanding of science.
The Reality
Omega-3 (in particular DHA and EPA) are essential for brain development during early childhood. The gold standard for meeting those needs would be a diet involving fatty fish. Those with restricted diets (such as vegans) may consider supplements. However, for a typically developing child with an adequate existing diet, there is little consistent evidence that supplemental Omega-3 "boosts" IQ or memory beyond normal ranges. Furthermore, increasing Omega-3 intake during examination periods is unlikely to enhance performance, as these nutrients support long-term neural architecture rather than providing an acute, short-term lift in cognitive function.
Classroom Impact
While a balanced diet is a fundamental pillar of general health, the promotion of supplements is not supported by current evidence as a primary driver of academic success. While severe nutritional deficiencies can create barriers to focus and literacy, for the vast majority of typically developing students, academic achievement is more significantly influenced by high-quality classroom instruction and pedagogical support than by dietary supplementation.
Sources
Fernández-Miras, J.G., Aguilar-Parra, J.M., Trigueros, R. and López-Liria, R. (2023) 'Beyond neuromyths: Examining in-service teachers’ misconceptions about teaching and learning', Frontiers in Psychology, 14, p. 1144002. doi: 10.3389/fpsyg.2023.1144002.
Adiguzel, O.C., Potvin, P., Sarrasin, J.B., Vanhoolandt, C., Corfdir, A., Japashov, N., Mansurova, A., Tsai, C.C., Wu, C.L., Elmas, R., Atik-Kara, D., Kucukkayhan, S., Zaid, A.K., Kouchou, I., Voulgari, A., Sy, O., Sakho, I., Ng, S.B., Charland, P. and Létourneau, A. (2025) 'Belief in neuromyths among primary school teachers: a cross-national study of 11 countries', Trends in Neuroscience and Education, 40, p. 100264. doi: 10.1016/j.tine.2025.100264.
Tunga, Y., Çelik, B. and Cagiltay, K. (2025) 'Educational myths among teachers: prevalence and refutational intervention for belief change', Humanities and Social Sciences Communications, 12, 1619. doi: 10.1057/s41599-025-05470-y.
Benton, D. (2013) ‘The influence of omega-3 fatty acids on maternal and child-related outcomes’, Nutrition Research Reviews, 26(1), pp. 45-56.
EFSA Panel on Dietetic Products, Nutrition and Allergies (NDA) (2014) ‘Scientific Opinion on the substantiation of a health claim related to DHA and contribution to normal brain development’, EFSA Journal, 12(10), p. 3840.
