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Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over-and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.

The stressful nature of the teaching profession is recognized worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study 'Learn2be@school' introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the functioning of the human brain. This study investigates whether neurocognitive insights contribute to stress reduction in the professional and personal functioning of teachers, and focuses more specifically on the impact of the training on their attitudes (attitude level), understanding (knowledge level) and handling (application level) of complex stress situations. Using a quasi-experimental study design with 12 participants and 28 nonparticipants, data were gathered twice through the use of vignettes and in-depth interviews. The results indicated an impact of the training, not only on the stress experienced by teachers in their professional and personal functioning, but also at the level of the teacher-student relationship and team functioning.

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