How Neuroscience Helps Kids Heal From Trauma

How Neuroscience Helps Kids Heal From Trauma

Katie Grieze

Students learned that the prefrontal cortex is the brain’s center of learning, decision making, and problem solving. They learned that the amygdala, formed by a small set of deep-brain neurons, causes powerful emotions such as anger and fear that can make it difficult to concentrate. And they learned that, through a range of activities that incorporate breathing, movement, or sound, they can control those emotions and relax their minds.

It’s all part of Desautels’ work in a field known as educational neuroscience, which focuses on finding the most effective strategies for working with students who have experienced adversity or trauma. According to the Centers for Disease Control and Prevention (CDC), more than 60 percent of American children will experience at least one adverse childhood experience—or a potentially traumatic event—by the time they turn 18. About one in every six children will have four or more of these experiences, which can include circumstances such as violence, abuse, neglect, poverty, mental illness, food insecurity, or drug use, to name a few.

Beyond causing long-term consequences for overall health, trauma can affect a child’s ability to succeed in school as stress inhibits the brain from making decisions and building relationships. Some students respond to pain with aggression, while others exhibit high rates of absenteeism or keep their heads down during class.

“As the research points,” Desautels says, “anxiety has kind of become our nation’s new learning disability.”

Desautels tackles this problem from multiple fronts. Based on her research, she develops new strategies to help kids heal from trauma. She visits schools across Indiana, talking about the importance of caring for mental and emotional health in the classroom. Desautels works directly with children to help them succeed, and through leading workshops and teaching classes, she shows current and future educators how they can better support their students.

I'm not convinced that attaching the label "neuroscience" to these kinds of activities is entirely justified. It reminds me somewhat of the term "neurophilosophy". I tend to regard these things as somewhat of a pseudoscience. In my terminology, that means applying scientific terms in an inappropriate or erroneous manner.