Guide the Student Brain
Learning is a brain-based process; as such, when we are discussing impacts to student success, we are also discussing neurobiological processes and abilities that are responsible for successful learning. The K-12 school system supports youth of all ages and various stages of development. During these twelve precious years of schooling, children are growing, their brain is making new connections as they increase in ability and is solidifying capacities that will serve them throughout life. There is no way we can discuss learning conditions within a classroom or school system without addressing the brain development and environmental conditions that directly impact learning.
Let’s talk specifically about the brain’s executive function. During childhood, executive functioning skills are in the process of developing. The Center for the Developing Child (2012) explains aspects of this set of skills:
In the brain, the ability to hold onto and work with information, focus thinking, filter distractions, and switch gears is like an airport having a highly effective air traffic control system to manage the arrivals and departures of dozens of planes on multiple runways. Scientists refer to these capacities as executive function and self-regulation —a set of skills that relies on three types of brain function: working memory, mental flexibility, and self-control. Children aren’t born with these skills—they are born with the potential to develop them. The full range of abilities continues to grow and mature through the teen years and into early adulthood. To ensure that children develop these capacities, it’s helpful to understand how the quality of the interactions and experiences that our communities provide for them either strengthens or undermines these emerging skills.
These executive skills are translated into daily core capabilities that are necessary for school based learning. They consist of:
Planning (thinking ahead, successful use of memory)
Focus (attaining and maintaining attention)
Self Control (physical, emotional, mental, etc.)
Awareness (awareness of self/others, aware of the impact of choices on consequences and on others etc.)
Flexibility (mental and emotional, attention based flexibility, etc.)
Executive Function is responsible for our ability to draw on the right skills at the right time; it is also responsible for our ability to manage responses (to teachers, assignments, peers, etc.) and also for resisting inappropriate responses. Though much of academic success depend on executive function, these skills and behaviors are not fully developed during grade, middle, or even high school years. They develop directly in response to stimulation. Therefore, education systems must both expect and incorporate this stimulation in their definition and practices of learning.
Two ways that we can stimulate and guide the development of executive function:
1. Shift from a Fixed Mindset towards a Growth Mindset
Change language from “they’re always like this” to “what skills do they need help with in order to change this pattern?” or “you’re learning, and the whole point is that you start off not-knowing; this part is necessary” Incorporate the word “yet” in your vocabulary; “you haven’t figured it out, yet.”
2. Add Habits of Emotional Health in Your Classroom
Normalize check ins and also the need for cool downs
Start every class by inviting everyone to identify if they are in a green/yellow/red zone (creates awareness of self/others);
Provide a set of tools for regulation (fidgets, play dough, etc) – and take the time to teach students how to use these tools responsibly, as well as the consequences if they become a problem. Label the skills and traits they’re using to solve problems. For example, you could say, “I see how hard you’re working, and that grit will serve you in so many ways beyond just our classroom.”
Warmly,
Vanessa Washington
Licensed Professional Counselor, Trauma Specialist
Want to learn more?
The Practical Skills workshop is catered for teachers, educators, and school administrators. We provide a comprehensive review of developmental norms and challenges associated with the age and grades that you serve. This workshop is heavily rooted in skill-building. You will walk away empowered and equipped to engage students from a trauma-responsive lens and with practical strategies for student learning and success. Each participant will receive our educator toolkit, which provides you with strategies, templates, and inspiration for implementing what you have learned.