<p>Students’ disadvantaged social and economic situation (SES) is a predictor of low achievement. Teachers’ deeper understanding of what processes take place in the brain during learning and what factors can facilitate the learning process is necessary in order to effectively educate students from low SES. This study examined how the use of teaching strategies based on neuroscience is related to learning strategies applied by the student through perceived autonomy-supportive teacher’s behaviour and growth mindset. The participants from 24 general education schools with low SES contexts in Lithuania participated in a survey. A serial mediation model was created to test the relationship between teaching strategies based on neuroscience, perceived autonomy-supportive teacher’s behaviour, growth mindset and learning strategies applied by the student. The perceived autonomy-supportive teacher’s behaviour mediates the relationship between teaching strategies for understanding and consolidation and growth mindset, and growth mindset mediates the relationship between teaching strategies for consolidation and learning strategies applied by the student in both genders. Growth mindset mediates the relationship between teaching strategies for excitation and learning strategies but only in a boy’s sample. Also, both perceived autonomy-supportive teachers’ behaviour and growth mindset mediate the relationship between teaching strategies for understanding and consolidation and learning strategies in boys and girls. The proposed serial mediation model was supported, suggesting that perceivedautonomy-supportive teacher behaviour and growth mindset may help explain the associations between neuroscience-based teaching strategies and students’ use of learning strategies.</p>