Trauma in Schools #3 — The Neuroscience Underpinnings

Dr. Melissa Hughes — Neuroscience research and educator

The Takeaway

Many educators still think of student mental health, and social and emotional learning as adjuncts to academic achievement. But neurologically, students need to be in a psychologically safe place to learn. If they are in a state of high stress or trauma, the part of the brain that facilitates learning is inaccessible. Thus, student academic achievement rests on the shoulders of student wellness.

“When you stay in that fear state – that toxic fear state – then what happens is your prefrontal cortex or the part of the brain that handles all the higher level thinking is actually put on pause. So, teachers need to be particularly sensitive, to … — “When you stay in that fear state – that toxic fear state – then what happens is your prefrontal cortex or the part of the brain that handles all the higher level thinking is actually put on pause. So, teachers need to be particularly sensitive, to be on the lookout to what is the level of psychological safety among their students, because they will not learn if they are not psychologically safe.”

Our guest

Dr. Melissa Hughes is a neuroscience researcher and a life-long educator. She works with school and business leaders to understand how the brain functions and how to make it work better to build cultures of learning and leadership.

Melissa

• is the author of Happier Hour with Einstein: Another Round, a wonderful adventure into neuroscience written in plain English.

• is the author of “Neuro-Nuggets,” a weekly vlog that shares neuroscience research that has relevance to our daily lives.

• is a TEDx speaker: “I am a fraud; I think you’re a fraud, too”

• Serves as the Florida Director for “Give Back,” an organization that provides college scholarships and mentoring to students who have faced economic hardship and other adversities such as foster care or the incarceration of a parent.

The good news is that the brain can rewire itself. The “holes” created by trauma can be repaired. Kids in trauma need to know that someone sees them, that they matter, that they have a future. — *“The good news is that the brain can rewire itself. The “holes” created by trauma can be repaired. Kids in trauma need to know that someone sees them, that they matter, that they have a future*.”

As you listen

• What are the various ways that ACEs – adverse childhood experiences – affect students?

• How do high levels of cortisol brought on by toxic stress — a prolonged fear state — impact students?

• What is the relationship between long-term stress, or trauma, and learning?

• What, according to Melissa, is the real job of today’s educators?

• What are the signs that a student might be experiencing trauma?

• What are some easy ways to offset stress and the production of cortisol?

In their own words

Students who are experiencing high levels of stress or trauma need to recover in a psychologically safe environment. What can educators at all levels do to create that environment?