Background: To optimise students’ learning, motivation/engagement, and wellbeing, some scholars have suggested that instructional techniques based on neuroscience evidence (e.g., focused on memory/emotion) may be valuable. However, despite the wide-ranging benefits of this knowledge, there appears to be little awareness amongst instructors about this research. Furthermore, many educators continue to implement teaching approaches that are not aligned with the brain’s structure/abilities (and which may, therefore, prevent students from flourishing; Newton & Miah, 2017). Methods/Results: To introduce this topic, and the importance of enhancing students’ outcomes through optimal instruction, this presentation will briefly discuss results from a dataset representing ~2,600 students (from 15 disciplines and 40 universities). Following this, the presentation will move to its key focus: a comprehensive review using online databases (PsycINFO, ERIC, ProQuest, Scopus). More specifically, recently-proposed frameworks of ‘brain-based’ instruction (e.g., load-reduction instruction; Martin & Evans, 2018) will be discussed, alongside empirical articles which have demonstrated that ‘brain-based’ instructional components can be practically implemented to optimise students’ outcomes (e.g., the signalling principle from cognitive-load theory; Sweller, 1988). Conclusions: Ultimately, this presentation will offer insights for educational staff (instructors and management), by addressing misunderstandings and highlighting the utility of ‘neuro-education’ research/practice (in improving students’ educational and wellbeing outcomes).