The neuroimaging era has brought an increasingly refined understanding of adolescent brain maturation, yielding insight into the protracted development of social cognition, learning, and executive function beyond childhood. These data have been applied in multiple domains of everyday life, including education. Adolescent brains have emerged as a theater of moral panic over the implications of social media on the one hand and income inequality on the other for mental health, social cohesion, and individual and community life chances. In this setting, neuroscience has been invoked to account for adolescent vulnerability and to develop interventions to mitigate behavioral problems and mental illness. These include the introduction into school curricula of mindfulness-based stress reduction, resilience training, “brain-based” pedagogy, and a neuroanatomical lexicon of introspection in which kids are encouraged to identify experiential states with brain regions. “Neuroeducation” represents a constellation of fluid alliances between the education profession, Silicon Valley tech solutionists, and the human potential movement. Cognitive neuroscience plays a notional role, chiefly via proponents’ invocation of developmental plasticity as physiological justification for interventions that are often based on preliminary research and remain wanting in clinical support. In this essay we explore neuroeducation through the lens of critical neuroscience.