This report to is intended to be a provocative starting point both to explore the application of behavioural insight to narrow the socioeconomic attainment gap, and to help create a culture of cognitive literacy or ‘behavioural insight awareness’ among teachers. As this paper demonstrates, there is evidence to suggest that teachers who are cognitively literate and armed with ideas and techniques grounded in behavioural science are likely to have better outcomes. The injunction of self-questioning and self-awareness implied by behavioural insight may improve teachers’ performance and the relationship between teachers and learners, and it is here that behavioural insight could have a substantial systemic impact on educational practice.