Nicola Morgan is a multi-award-winning author and international expert on teenage brains and mental health, and the science of reading for pleasure. A former teacher and dyslexia specialist, Nicola was a prize-winning novelist whose career changed after the success of her best-selling examination of the teenage brain, Blame My Brain.
In the second of four posts by teenage brain, wellbeing and learning expert Nicola Morgan, she looks at the negative effects of stress and how we can help alleviate this in the classroom. Catch up on Nicola’s first post on changes that affect the teenage brain.
Wellbeing directly affects performance. A student with good wellbeing is mentally and physically in the best condition to learn and strive for success. Wellbeing is challenged by the changes teenagers are going through and what is going on around them. The critical factor is stress: while it evolved to make brains and bodies super-perform when threatened, stress can have powerful negative impacts.
Three negative effects of stress
1. Feeling of panic – over-production of or over-reaction to adrenalin. Instead of a positive stress response and an alert brain ready to achieve, under-performance ensues.
2. Cortisol build up – cortisol does not disappear quickly as adrenalin does. It lingers and builds up as more stresses occur. Even apparently small “threats” cause the stress response: being asked a question, not understanding, undermining comments, being teased, having too much to do, performing in public, reading aloud, addressing someone who isn’t a close friend, negative thoughts or worries.
3. Occupation of brain bandwidth – brain bandwidth is finite and every conscious process occupies some. Some things occupy little, including walking, while others occupy a lot, including negative thoughts and big worries; processing information; new situations; controlling emotions; embarrassment or self-consciousness; reading online or on screen (because of competing distractions of icons, adverts and hyperlinks). When bandwidth is over-occupied we say “I have too much on my mind”. The crucial point for teachers is this: bandwidth occupation affects brain function and concentration. It affects us cognitively (learning) and executively (controlling behaviour).
How to boost wellbeing in the classroom
1. Understand those causes and recognise when a student might be suffering from one – show empathy and acceptance, while helping them focus and manage emotions. “Don’t behave like that” is not helpful. “I understand how you feel but let’s look at how you can manage those feelings better,” is.
2. Educate students about stress management – see free advice on my website, as well as my classroom materials and books. Teach my four legs of the Table of Wellbeing: food, exercise, sleep and relaxation. If one leg is weak, the table collapses.
3. Be aware of self-consciousness – I mentioned this in my previous post: many teenagers feel acutely embarrassed in public and this will prevent learning.
4. Value – and discuss – different personality traits and habits. Allow students to appreciate themselves and their individualities. If a personality trait is causing a problem, focus on the behaviour, not the trait. For example, an ambitious, introverted perfectionist may suffer extra stress and pressure: teach how to manage the pressure and take breaks, rather than trying to change a valuable personality.
5. Facilitate quiet time – everyone benefits from this but for introverts it’s essential. Some schools start all lessons with five minutes’ silence. Eyes open or closed; possibly with music; students may doodle but not talk; no screens. Or have these breaks at the end of a lesson – time to relax and process the material. Brains process information better with rests, when no more information is going in.
6. Boost reading for pleasure – my website has the science that proves the huge benefits of daily reading for pleasure, benefits to learning, self-esteem, knowledge, empathy and relaxation.
7. Be careful about messages about exams – exams are one important step to certain types of success and they smooth the path, but they’re not the only way. Many great careers and lives don’t require exams. My daughter won a BAFTA aged 26 for a film she produced in her own time. No exam played a part. So, don’t hold exams as the only way to a successful life.
8. Let them see what being human is: always learning, sometimes failing, keeping on trying and then enjoying the rewards of hard work and determination.
9. Be kind and empathetic. They are contending with a lot – some more than others – and you don’t know what’s in their minds. Show that you care, that you understand, that you want them to achieve. They may not show that they’ve noticed – but they have! Your genuine support can make all the difference.
10. Look after your own wellbeing. Only then will you have the strength to nurture your students. You’re worth it – and so are they.
In next the next article from this series, Nicola looks at the do’s and don’ts of technology, including managing screen-time and social media.