Translating findings from educational neuroscience (EN) into teaching practice remains a complex task, particularly in authentic school contexts. This scoping review examines how EN research has engaged with real-world school settings between 2015 and 2025, focusing on theoretical foundations, translational processes, researcher-educator collaboration, participant characteristics, and conditions supporting knowledge translation. Following PRISMA-ScR reporting standards and JBI scoping review guidance, searches were conducted in Scopus, Web of Science, and ERIC, complemented by backward reference list searching. Twenty-four empirical studies met the predefined inclusion criteria. Data were charted across six domains and synthesized through a narrative approach, with methodological quality appraised using the Mixed Methods Appraisal Tool. The synthesis was structured through a multidirectional T1-T4 translational framework, ranging from the development of teaching applications based on basic research to their systemic dissemination within educational policy and practice. School-based EN research is expanding but remains conceptually and methodologically heterogeneous. Most studies oc
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