Neuroscience concepts can be difficult even for neuroscientists to grasp, so it is not surprising that the idea of teaching neuroscience is a daunting prospect, particularly when it involves children. Yet many children are fascinated by the workings of the brain, and the people who have risen to this challenge often find it to be an enjoyable and rewarding experience. In a Perspective on page 763 of this issue, Cameron and Chudler discuss how neuroscientists can make a contribution to the teaching of neuroscience in schools. By interacting with scientists, teachers can increase both their knowledge of neuroscience and their understanding of how the scientific process works. In turn, the scientist can learn what they can expect from children of a certain age. Scientist–teacher partnerships should allow the development of neuroscience-teaching materials that tap into children's natural curiosity while conforming to the requirements of national curricula.

Neuroscience-related issues have become increasingly prominent in the media over the last few years, and the drive to understand the basis of neurological disorders is creating new career opportunities in the neurosciences. Therefore, one might argue that there has never been a better time for neuroscientists to bring their work into the public domain. The problem is that these efforts are rarely rewarded in terms of career progression, so there are few incentives for scientists to communicate their work outside the scientific community. As Cameron and Chudler point out, a considerable cultural change will be required within the science establishment to ensure that scientists receive recognition for this type of work. Although some funding bodies are beginning to address this issue, this change is unlikely to happen overnight. Perhaps we can start by recruiting the next generation of neuroscientists to the cause.