TEACHING AND LEARNING ISSUES 2

Teaching and Learning Issues Within a Cognitive Context

Stressed Learner at Fifth Grade
Creating a safe and secure environment for a child for the growth and development of
healthy bodies and brains is good both for the child and for society. It leads to the creation of a
strong foundation for society to thrive and prosper. Research in science reveals that exposing
children to situations that cause fear and chronic anxiety can cause stress, and this can have
lifelong consequences in the development of the child’s brain. Stress is not exclusively the
domain of adults, and the idea of a carefree childhood may be a form of magical thinking. Early
negative experiences in childhood have been linked to being the main source of stress. Stress in
the chikdren can have long-lasting consequences on an individual. Stress is not always
dangerous; however, in its toxic form, stress affects a child’s physical health, behavior, and
cognitive abilities, and there is a need to prevent high levels.
All children experience fear; they fear monsters, darkness, and even strangers. Such is
normal in the development of the child. However, experiences such as abuse and experience to
cruelty can cause chronic anxiety and fear to a child, thus triggering prolonged and extreme
stimulation of the child’s stress response system (Coker et al., 2011). When this happens
consistently for a long time, the child stress response system gets overloaded, significantly
diminishing the child’s ability to learn. The developing architecture of the child’s brain is
affected. In the U.S., one in every several children experiences stress. Related to some form of
maltreatment, including but not limited to sexual, emotional, or physical abuse and neglect. Also,
half of the children living in poverty experience different stress levels as they are directly

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affected by violence or indirect victims of violence. Clearly, children are constantly exposed to
stressful experiences both at home, school and in community.
At school, students associate certain activities such as memorizing multiplication tables
and the fear of failing grades with stress. A child may be juggling responsibilities between work,
school, and sports and may find it hard to balance hence getting stressed. Also, peer pressures,
bullying, and experiencing difficulties with friends is a major cause of stress among children in
school (Coker et al., 2011). If a child changes school, he or she may find it hard adapting to a
new environment. Sometimes, when children witness his or her parents going through separation
or divorce, this might be a stressful situation. These issues and many others may cause stress
among students in their fifth grade, thus making it hard for them to perform well in their
academics.
Problems of stress to Cognitive Processes
When a child is exposed to a threatening situation, the stress systems are triggered. The
brain produces high levels of chemicals that circulate in the body to help it respond accordingly.
Neuroimaging shows the impact of stress on the brain. The amygdala is a prominent structure in
the brain’s response to stress (Shonkoff et al., 2010). It is located deep in the network of the
brain’s response to emotive reactions in the limbic system. Sensory input passes through the
amygdala before it is transmitted to the prefrontal cortex, where the construction of long-term
memory takes place. High-stress levels lead to an increase in the level of activity in the
amygdala, thus limiting information transmission to the prefrontal cortex. Executive functions
requiring knowledge processing occur only when there is a flow of information to the lower
brain.

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The amygdala’s metabolic state affects how new information is transmitted. It is
normally high during a neutral emotional state. The amygdala facilitates the flow of information
information to flow to the prefrontal cortex and to the lower brain if the state is neutral, meaning
that fear and stress levels are low or normal (Shonkoff et al., 2010). However, when a child goes
through high-stress levels, the metabolic demands of the amygdala do not allow it to facilitate the
transmission of information for higher processing. Consequently, a child’s learning is impeded.
Human beings, in this case, children, have a unique ability to go through emotionally stressful
events, resist them or ignore them. the prefrontal cortex largely controls how humans respond to
stress.
Stress in children cuts off access to the brain networks that facilitate creative problem
solving, higher-order thinking, and analytical judgment. The lower reactive involuntary inputs of
the brain take charge when the higher brain loses control. the result includes either freeze, fight,
or flight reactions. The student cannot use executive functions of the brain to evaluate,
understand, or apply new learning. An increase in chemicals such as cortisol has an effect on the
processing and storage of memories. In an ordinary response to stress, the production of
adrenaline and cortisol leads to memory formation on places and events that pose a threat or
generate danger (Shonkoff et al., 2010). However, increased production of cortisol can support
the formation of memories relating to emotive incidents, consequently blocking a child’s ability
to form memories of the context of the dangerous or threatening event. The child’s ability to
unlearn memories associated with fear is blocked and the process of forming fear memories
enhanced. In some instances, too much production of cortisol in non-threatening contexts can
impair memory and affect learning.

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Fear learning can lead to the formation of emotional memories in a child and thus could
have long-lasting impacts on a child. Neurobiological findings show that stress could affect both
the chemistry and structure of a child’s brain by altering the development of the brain. When
responses to stress, flight or fight are over-activated in a child’s brain, the memory and learning
centers of the brain are usually turned down. The primary function of a child’s brain is to protect
itself; however, high-stress levels may make a child be disengaged and, or unable to concentrate
on learning activities. When this repeatedly occurs, over time, the effects of stress can
permanently alter the brain’s ability to learn as it is constantly engaged in fighting for its
survival. The child’s ability to learn during the stressful phase and even overtime is affected.
Since their brains are still developing, children are more susceptible to such effects of stress.
Stress causes an overflooding of cortisol in the brain, and this primarily affects the prefrontal
cortex and the hippocampus (Shonkoff et al., 2010). These parts are involved with the executive
functions of the brain as well as processing and retention of memory. The child’s ability to
process information is affected. He or she is not able to objectively analyze data or even engage
in memory consolidation.
A child who has constantly been under stress is not able to regulate his or her emotions
well. A constant flow of stress chemicals in the body interferes with a child’s ability to regulate
sadness, fear, or emotions related to stress; such a child is unable to cam himself or herself down.
In the short-run, it is not problematic. However, in the long run, a child may develop deeper
mental challenges such as guilt, depression, self-hatred, Post-Traumatic Stress Disorder (PTSD),
or even feelings of shame (Shonkoff et al., 2010). Such emotions may burst outwards in the
form of mood swings, hyperactivity, anger, trembling, and rage. Having learned or gotten used to
stressful environments, children often get vigilant and perceive ordinary situations as stressful,

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dangerous, or threatening. They develop a defensive posture and become protective, even when
they are in a safe environment. The child’s ability to differentiate safe and threatening
environments reduces. It becomes problematic when a child reacts aggressively in a situation that
does not warrant such a response.
Students in their early development years who have been exposed to circumstances that
have caused stress to them have trouble establishing and responding to a variety of expressions
of emotions. It becomes problematic to maintain healthy relationships in school as their peers
start avoiding them. they encounter deficits such as inability to interpret facial expressions the
right way, and this causes general problems in their social interactions with other children. For
example, children who are stressed because they have been raised in abusive and violent
households show a heightened sensitivity level compared to children raised in loving and
peaceful households. Emotive expressions such as angry faces usually have a negative impact on
the brain function and overall behavior of the child. Learning to identify and respond to anger is
an adaptive and effective response to abusive situations and environments. However, the
amplified misinterpretation of an ambiguous facial expression to always imply that someone is
angry or intending to cause harm is not only maladaptive, but also inappropriate.
Stress can cause “attention bias” when ambiguous information is interpreted in a negative
way. It is usually associated with anxious behavior and greater vulnerability to stress. Such a
child tends to view neutral situations as erroneously threatening and thus responds in self-
defense (Shonkoff et al., 2010). The degree to which a child develops an attention bias to threat
can be interpreted as a potential risk factor for behavior issues later in adulthood as well as a
logical adaptation to a cruel circumstance. Research shows that excessive exposure to stressful
environments at an early age can impair learning and that can have an adverse effect on a

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student’s academic performance. student negativity tends to grow every time he or she
encounters repeated failures or boredom. Their knowledge acquisition diminishes as their
reactions to stress tend to increase, and they have to put in more effort to deal with stress. If a
student has a fixed mindset, the impact is even more adverse. Students with a fixed mindset
continue failing, and they develop a notion that their failure is predetermined, their intelligence
capabilities are limited, unchangeable, and they come to believe that their effort is fruitless.
Students tend to fall behind in knowledge because of their brain’s ability to persevere declines.
Having a fixed mindset is like learning helplessness. Students with such a fixed mindset get tired
of trying and get used to failing. Although feelings of helplessness are not limited to the
classroom setting, they become more apparent through low academic performance, as learners
are not motivated to learn. Stressed students are not easy to deal with, but through the application
of innovative teaching strategies, teachers can help them control their emotions.
One Innovative Teaching and Learning Strategy When Dealing with A Stressed Learner
A teacher has an obligation to integrate education about the brain and to learn into the
classroom and apply it alongside other classroom strategies. The brain is central to a child’s
learning (Jensen, 2005). Stress can get in the way of learning by hindering a child’s cognitive
abilities. As such, a teacher should go out of his or her way of making the content relevant to the
students. Stress in a learner can get high if the content being taught in class is overly abstract
thus appearing irrelevant to the student. The teacher can reduce this type of stress by making the
lesson more personally interesting and exciting to the learner. Ideally, the teacher should ensure
that the student can answer the question, “why am I learning this?” the content being taught
should appear important to the student so that he or she remains attentive, does not get bored or
frustrated (Shonkoff et al., 2010). The teacher should make the content relevant as this motivates

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the learner’s brain to remain focused, construct understanding and engage with other learners
during the lesson. A teacher can address frustration developed due to a failure to understand the
lessons’ content by reducing periods of direct instruction. A student is stressed if he or she feels
inadequate to understand or complete a certain task. Therefore, it is critical to breakdown the
lesson period and engages the students to ensure that they do not develop such feelings.
When students listen to direct instruction for long, stress levels are likely to go high even
if the content is relevant. Therefore, even as a teacher tries to maintain relevance, it is important
to give students brain breaks. Such breaks allow for the neurotransmitters to be restored. The
brain break is not necessarily a termination of the learning period; on the contrary, it is a way of
giving students an opportunity to reflect and process the information being received in a different
way. Brain breaks enhance relevance as it ensures that students do not get bored and start
viewing relevant information as irrelevant. A brain break can either be in the form of physical
movement, drawing a diagram and or facilitating peer-share discussions. Dopamine boosters
such as a two-minute mental vacation are effective ways through which a teacher maintains
relevance in class (Willis & Mitchell, 2014).
A teacher can enhance relevance by engaging students in listening to the content being
presented by their peers by reducing the downward spiral of their reactions to stress. One way to
do this is by asking the students to sketch a diagram that reflects on their interpretation of the
content being presented in class (Willis & Mitchell, 2014). Such instructions help enhance the
relevance of the presentation being made. It also enhances engagement, memory retention, and
control of behavior among students in a classroom. It is also a way of reducing the effects
realized when the lower brain is in charge, and a learner starts engaging in unproductive
behavior.

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One learning strategy that students can utilize is mindfulness, which entails narrowing
one’s emphasis to sensory input taking place at the moment. A student can do this by
recognizing and evaluating his or her own emotional state. It is also a process that entails
building one’s emotional self-control and enhance reflection as opposed to just reacting.
Mindfulness is an effective tool that a student can use to manage the stress associated with either
his or her academic and or personal life. Schonert-Reichl and Lawlor (2010) found that
mindfulness is an effective strategy in pre-teens’ enhanced social-emotional capability in
learners. Mindful students increase their optimism. It is also a strategy that decreases anxiety in
students whose academic performance is affected by learning disabilities (Schonert-Reichl &
Lawlor, 2010).
Mindfulness has two critical aspects that help learners enhance their attention in class.
First, it helps build focus and assists students in understanding that they can identify ad control
their emotional states. Emotions are interpreted after humans get feedback from certain changes
in the systems within the body; for instance, blood pressure and heart rate (Willis & Mitchell,
2014). Therefore, a learner can be aware of how his or her body is influenced by emotive
experiences. Metacognition is an important aspect of self-control as it helps one regulate his or
her emotions by understanding them. a student in the fifth grade might not have a lot of time and
frequency to engage in mindful activities. However, no matter how small, mindfulness helps in
metacognition; thus, a learner is able to control their reaction to stressful situations in the
environment.
A student can engage in mindful breathing as well as visualizations to calm him or her
down. Such strategies help improve emotional self-control. the assumption is that in fifth grade,
the teacher will have taught students mindfulness. The students are taught these strategies when

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in their neutral states and this ensures that they can apply them when situations arise. The student
has a choice of which strategy of mindfulness to apply depending on the one that appeals to him
or her the most. when encountered by a stressor that limits a student’s cognition, mindfulness
strategies come in handy (Willis & Mitchell, 2014). The advantage of this strategy is that a
student does not require the guidance or supervision of a teacher or an adult. He or she can
employ the strategy anytime and anywhere when they feel that they are stressed, and that is
hindering their cognitive abilities.
Overall, stress can impede the learning process. Therefore, the teacher is obligated to
ensure that he or she employs effective strategies to ensure that the learning process takes place
efficiently. Positive emotions are necessary for helping decrease stress. When a teacher is
dealing with learners in their fifth grade, it is not hard to identify when stress levels go up. Since
their brains are still developing, any distractions in their cognition are outwardly evident.
Therefore, through constant interaction with students, the teacher is able to identify when to
apply which strategy as he or she facilitates the learning process. Remarkably, there are so many
causes of stress among students. Although the teacher may not be able to deal with the stressor
itself, it is possible to suppress the effects of stress and ensure that it does not affect the learner’s
concentration and participation level in class.

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References

Coker, T. R., Elliott, M. N., Wallander, J. L., Cuccaro, P., Grunbaum, J. A., Corona, R., … &
Schuster, M. A. (2011). Association of family stressful life-change events and health-
related quality of life in fifth-grade children. Archives of pediatrics & adolescent
medicine, 165(4), 354-359.
Jensen, E. (2005). Teaching with the brain in mind. ASCD.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education
program on pre-and early adolescents’ well-being and social and emotional
competence. Mindfulness, 1(3), 137-151.
Shonkoff, J. P., Levitt, P., Boyce, W. T., Cameron, J., Duncan, G., Fox, N., … & Thompson, R.
(2010). Persistent fear and anxiety can affect young children’s learning and development
— retrieved October 27th, 2019.
Willis, J., & Mitchell, G. (2014). The neuroscience of learning: Principles and applications for
educators[Electronic version]. Retrieved from https://content.ashford.edu/