STRESS

A N D I TS I M

PA C T ON T

H E BRA I N

TERMS TO KNOWNeurogenesis – the production of brand new brain cells…it is

the raw material for learning.Neuroplasticity- the capacity of the brain to make physical

changes as a response to environmental inputDopamine -controls the flow of information to other parts of

the brain and is connected with the pleasure system of the brain. This means that it provides feelings of enjoyment and reinforcement which motivates us to do or to continue doing certain activities.

Cortisol- TOXIC to the BRAIN and BODY – higher levels of chemical produced when body is stressed.

Allostasis -occurs when we reset our brain’s thermostat (our “set point” ) for metabolic functions ( brains are not fixed – homeostasis

Hippocampus – seahorse shaped and controls memory ; highly influenced by stress chemical cortisol

WHAT IS STRESS?

STRESSIs a physiological response

to a PERCEPTION of a Lack of Control Over an Aversive situation or Person

CHRONIC STRESS EFFECTS……T OR F ?1. Creates emotional problems (T or F) (Burgess et al. 1995)

2. Lowers IQ, reading scores (T or F) (Delaney-Black, et al. 2002)

3. Drastic Memory Loss (T or F) ( Lupien, et al. 2001)

4. Shortens dendrites ( T or F) (Cook and Wellman, 2004), (brown, et al.2005)

5. Causes neuron death (T or F) (De Bellis, et al. 2001)

6. Fosters inappropriate attachments (T or F) ( Schore,A. 2002)

CHRONIC DISTRESS

Low SES children are exposed to:

1). More stressors 2). More intense and

longer lasting

stressors3). Have fewer coping skills than their

higher SES counterparts

is tox

ic to

our b

rain an

d

body!

Yikes!Chronic or

Acute Stress

Cuts neuron production by 50%

POVERTY

IS…

A chronic condition affecting the Spirit, soul (mind ,will, emotions), and body resulting from multiple adverse economic risk factors.

COMMON “FACES” OF TODAY’S POVERTY

Generational, personal situation and event driven(SOURCE)

TypicalAbsoluteRelative(Intensity)

RuralSuburban

Urban(Context)

There is NO Culture of Poverty

POVERTY QUIZ ( TRUE OR FALSE)1.Most poor are lazy and lack ambition2.Poor people value education about the

same as middle class.3.If you gave the poor money, everything

would change.4.The parents have got to do more for the

kids to learn better5.Schools already do their part; it’s now up

to the kids to do more.

Distress Affects Neurons

UNDERSTANDING SCHOOL BEHAVIORS

SCHOOL BEHAVIORSKids from poverty are often:• Distractible• HypervigilentOr may have • learned helplessness.

Yet, these are symptoms of stress disorders, not apathy or a negative anti-school “attitude”

SCHOOL BEHAVIORS

Kids who are aggressive and in your face may be showing symptoms of a stress disorder

Give them MORE control, not less.

INCREASING PERCEPTION OF CONTROL1.Process choices: “ Would you rather read about

it and report OR watch this DVD and report?2.Content choices: “ Would you rather learn about

this topic or that one?”3.Social Choices: “ Would you rather work with a

neighbor, by yourself or on your team?

GOOD

NEWSY O U C

A N MA K E A

DI F

F E R E N C E

DNA is NOT Your Destiny!Sometim

es the apple DOES fall far from the tree!

BRAINS CAN CHANGE

ANDYOU

make a difference

!

WHAT NOW???1.Give kids appropriately increasing

amounts of control over their lives at school.

2. TEACH coping skills

3. Relationship, relationship, relationship

SOLUTIONS FOR CHRONIC STRESS1.Strengthen the _____________________ especially with

boys.2.Teach students Co______________ Sk___________ weekly.3.Provide increasing amounts of cho_____ in class.4.“Sell” the ch____________ to ensure it’s noticed.5.More of them and le________ of y_______ in front of

the class.6.Give students a greater role in classroom

dec______ma______.(Pre – approved)

GNLGrateful?

(Hope)

Newly Learned?(Growth Mindset)

Looking Forward To?(Optimism)

WHY GO FOR WALKS?Many more students will talk while walking/standing than seated

It gives students a chance to socialize and bond

Many students get restless from too much sitting

MEMORY IMPROVES while walking

Walking releases useful brain chemicals

THE STUDENT’S “BIG FOUR”Effort

Behavior

Capacity

Attitude

2 Key Skills to Build Academic Success

Attentional FocusMemory (Working)

2

5 WAYS TO KEEP STUDENTS FOCUSED

Use intial “buy-in strategies

Provide FeedbackRE-activate student

goalsIntroduce NoveltyBrief mental and

physical breaks

Stop telling kids to “Pay Attention!” and Start TEACHING them How to Do it

STRATE

GIES FOR W

ORKING

MEMORY

• Games(Simon Says)• Clapping Repeats• Repeat the directions

to a neighbor• Partner/group Practice

with #add -ons• Word Basket: connect

to content• Partner or buddy

speaks, student writes the content

Dopamine supports working

memory and other

executive functions

Reward predictionsCelebratio

nsUnpredicted surprisesBrisk

activity Novel

ty

GOOD Teaching and GOOD Schools Matter More Than

You Think; Especially Over

Time

This is a Guarantee:

Smart Purposeful and Targeted

Instruction Will Change the

Student’s Brain. This makes your students Appear

“Smart”

This is a Guarantee:

Sloppy and Inconsistent

Teaching Provides Confusing Brain

Input. Their Brain won’t Improve and

your students seem “slow” or “unmotivated”

You have a CHOICE:Which will it

be?

Brains are changed by experience. If kids are not improving at school, we have to change their everyday experiences until they do change.

WHAT DRIVES POSITIVE CHANGES IN THE BRAIN?

Experiences that are:

• Persistent• Contrasting• Meaningful• Positive• Consistent

HOW WILL YOU RESPOND TO THIS?“ What do you mean THOSE kids can succeed?

Have you seen where they live?”

“ Do you know how little education mom has?”

“They are late almost everyday?”

“He/she has no motivation and are constantly a discipline issue!”