Stress and Its Effects on Learning

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Stress and Its Effects on Learning
Maryann Williams, M Ed Ft. Bragg Schools
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Stress Fight or Flight

• Highest priority for all animals survival
• Food, oxygen, water
• Sense of danger
• Stress reaction to a perceived threat
• Response prepares us physically and mentally
• Heightens our sensitivity
• Does not make us smarter

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On Alert

• Powerful chemicals are dumped in our body
• Adrenalin
• Orchestrated from the brain stem
• Increases blood flow to the heart, lungs and
  large muscles away from brain

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Cortisol

• Secreted from the adrenal glands
• Increases blood sugar levels
• Increases blood pressure
• Increased cortisol correlates with decreased
  learning and memory

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The Tendon Guard Reflex

• Muscular Level
• Shortens the calf Reflex triggered by stress
• muscles
• Locks the backs of the knees
• (Preparing the body for fight/flight
• Meant to occur for a short period of time
• Problem areas knees, lower back, neck
• Decreases cerebral spinal fluid around the brain

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Chronic Stress

• Survival is more important than reasoning
• Underdeveloped neural pathways that form the
  foundations of learning, reasoning and creativity
• Over time can lead to brain damage
• Brain is similar to a drug addict
• SOSOH
• Stressed out, Survival-Oriented Humans
• Carla Hannaford, PhD

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SOSOH

• SOSOH label covers all other labels
• Hyperactivity
• Difficulties maintaining attention and focus
• Disruptive behaviors
• Learning difficulties
• Discrepancy between high verbal skill (talking a
  lot) and ability to communicate effectively
• Unbalanced and poorly controlled movements

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SOSOH and the Family

• Role Models for behavior
• Stressful environments
• Domestic Abuse
• Drug Abuse
• Chaotic lifestyles
• Immature Parent/Caregiver
• Homelessness
• Activates hormones that can actually damage brain
  cells that control learning ability
• Train Caregivers

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The Brain and its part in Learning
Brainstem The stalk-like part of the brain
connecting the spinal cord and the forebrain. It
includes the midbrain.The brainstem functions as
an important relay station every nerve impulse
that passes between the brain and the spinal cord
must pass through the brainstem to allow the body
to function normally.
Midbrain The part of the brainstem that is
responsible for controlling sensory processes.
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Hierarchy of Brain Function
Bruce Perry M.D., Ph.D. 1997
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In the brain of someone who has experienced a
variety of emotional, behavioral and cognitive
stimuli, a top heavy ratio develops. In this
ratio, the brain matures to moderate the more
primitive instincts of the midbrain/brainstem.
Bruce Perry M.D., Ph.D. 1997
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When key experiences (Which develop the
cortical/limbic part of the brain) are absent or
minimal, the higher to lower brain ratio is
impaired. In this case, the ability of the brain
to moderate impulsive, reactive responses and to
work through frustration is diminished
significantly.
Bruce Perry M.D., Ph.D. 1997
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Children raised in environments characterized by
domestic violence, physical abuse or other
persistent trauma will develop an excessively
active midbrain/brainstem. This results in an
overly active and reactive stress response and a
predisposition to aggression and impulsiveness.
Bruce Perry M.D., Ph.D. 1997
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When the developing brain is both deprived of
sensory stimuli and experiences traumatic stress,
the brainstem/ midbrain to cortical/limbic ratio
is profoundly altered.
Bruce Perry M.D., Ph.D. 1997
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The School Child

• Score significantly lower on standardized tests
• Grades Cs and Ds
• 2.5 more times likely to repeat a grade
• Referred for disciplinary problems
• More likely to be suspended
• More tardies and absences
• More likely to drop out
• Lower intellectual function
• Poor Verbal memory
• Short term memory loss
• Difficult to process information
• Dissociation creates memory gaps

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The School Child (cont.)

• Think in black and white only dont see the big
  picture
• Poor organization skills
• Poor problem solving
• Easily overwhelmed
• Feelings of helplessness
• Highly self critical
• Self destructive behaviors
• Impulsive
• Mistrusting
• Inappropriate responses
• Aggressive

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Violent Exposure Leads to

• Substance abuse
• Reckless behavior
• High-risk sexual activity
• Gang participation
• Poor Academic Functioning
• (Kilpatrick, Saunders Resick, 1998)

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What Do We Do?

• Trauma Specific Programs groups, individually
• Help students organize
• Understand there may be no family support for
  homework and projects
• Be careful that subject matter does not trigger
  traumatic thoughts
• Create roles of leadership
• Develop a system of self-evaluation for the
  student
• Maintain routine and structure
• Use a multi-sensory approach when presenting new
  material
• Make daily contact

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Cont.

• Discuss personal safety and protection
• Set and role model expectations
• Speak in concrete terms
• Encourage fun time stress free events
• Sit near the speaker
• Eliminate background noises
• Use talk back instruction
• Provide visual clues
• Provide note taking outlines
• Give extra breaks
• Encourage the child to use a journal

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Cont.

• Offer the use of a tape recorder
• Help the child set goals
• Keep progress
• Character Education
• Coach good behavior
• Use alternate testing when appropriate
• Maintain communication with other teachers
  involved
• Maintain communication with the parents
• Provide opportunities for exercise
• Present information in smaller chunks
• Allow the child to have a water bottle throughout
  the day
• Stress good nutrition

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Brain Gym

• Educational Kinesiology Foundation
• Ventura, California
• Paul Dennison, PhD
• Brain Gyms use simple movements to integrate the
  left and right brain for a task.
• Optimum learning takes place when the total brain
  is alert and communicating

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Right and LeftHemisphere Control

• RIGHT
• Sees the big picture
• Houses our emotions
• Responsible for long term memory
• Receptive language
• Controls the muscles on the left side

• LEFT
• Controls analyzing details
• Organization
• Short term memory
• Expressive language
• Controls the muscles on the right side

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Brain Gym Concepts

• Physical movement stimulates brain activity
• Stress inhibits learning
• Learning blocks can be released through movements
• Noticing is a personal feedback mechanism

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The Calf Pump

• Stress triggers the tendon guard reflex
• In this process, the cerebrospinal fluid flows
  more easily
• CALF PUMP
• Hold back of chair
• Keep torso upright
• Place one foot 12 inches behind the other
• Back foot has heel off the ground
• Deep breath, lower heel
• Leg stretches often done by runners

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Brain Gym Exercises

• Cross Crawl
• Lazy 8
• Double Doodle
• The Owl
• The Thinking Cap
• Hook-ups
• Gravity Glider

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Tool Chest for Teachers, Parents and
StudentsDiana Henry of Henry OT
ServicesYoungtown, AZ

• Movement Tools
• Shakes and Wiggles
• The Seat Walk
• The Fragile Egg
• The Popcorn Maker
• Hand Fidgets
• Calming Activities

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Resources

• www.tlcinst.org/impact
• Bill Steele, PsyD
• Article on school interventions
• www.ChildTrauma.org
• Bruce Perry, MD
• On line classes and articles
• Brain Gyms
• Paul Dennison, PhD
• Smart Moves
• Carla Hannaford, PhD
• Tool Chest for Teacher, Parents and Students
• Diana Henry, OT
• Lisa Stinger
• Power point on Understanding Trauma and its
  Effects on Learning