Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers. Issue 2 (28th February 2021)

• Record Type: Journal Article
• Authors: Whiting, Sue B.; Wass, Sam V.; Green, Simon; Thomas, Michael S. C.
• Is Part Of: Mind, brain and education. Volume 15:Issue 2(2021)
• Page Start: 177
• Page End: 188
• Publication Date: 2021-02-28
• Subjects: Cognitive learning -- Periodicals; Education -- Research -- Periodicals; Developmental psychobiology -- Periodicals; Cognitive neuroscience -- Periodicals; Cognitive science -- Periodicals; Apprentissage cognitif -- Périodiques; Éducation -- Recherche -- Périodiques; Psychobiologie du développement -- Périodiques; Neurosciences cognitives -- Périodiques; Sciences cognitives -- Périodiques; 612.8233
• DOI: 10.1111/mbe.12282
• Languages: English
• ISSNs: 1751-2271

Abstract

ABSTRACT: Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms. Abstract : Lay Abstract : Our understanding of how stress affects primary school children's attention and learning has developed rapidly. In this review, we consider how children's different experience of stress in their environment can influence how they respond to further stress experienced at school; we show how stress can increase attention and learning in some circumstances but hinder them in others; and how children differ in their attention and learning styles depending on stress levels. Finally, we consider the effectiveness of interventions intended to improve children's resilience.