Neuromyths are misconceptions about the brain and learning. The most pervasive neuromyths contain a “kernel of truth” (Grospietsch and Mayer, 2018). For instance, consider the following popular neuromyth: People are either “left-brained” or “right-brained,” which helps to explain individual differences in learning. On the one hand, classical neuroscience findings did provide solid basic evidence that the human brain displays a certain degree of functional hemispheric lateralization (Gazzaniga et al., 1962, 1963). However, on the other hand, the idea of a “dominant” cerebral hemisphere is not supported by neuroscience (Nielsen et al., 2013). Due to fatal mutations from kernels of truth, neuromyths are typically defined as distortions, oversimplifications, or abusive extrapolations of well-established neuroscientific facts (OECD, 2002; Pasquinelli, 2012; Howard-Jones, 2014). In the past decade, numerous surveys have been conducted in more than 20 countries around the world to measure the prevalence of neuromyth beliefs among educators (Torrijos-Muelas et al., 2021). A large-scale survey conducted in Quebec, Canada, by Blanchette Sarrasin et al. (2019) revealed that 68% of teachers somewhat or strongly agreed (rating of 4 or 5 on a 5-point scale) with the following neuromyth statement: Students have a predominant intelligence profile, for example logico-mathematical, musical, or interpersonal, which must be considered in teaching. This is not an idiosyncratic case in the field (see Table 1). In another survey conducted in Spain, Ferrero et al. (2020) reported that teachers gave an average rating of 4.47 [on a 5-point scale, from 1 (definitely false) to 5 (definitely true)] to a closely similar neuromyth statement: Table 1 Prevalence of beliefs, among educators, about the false claim that tailoring instruction to pupils' MI intelligence profiles promotes learning, in different countries around the world.