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The Science of Stress
The Science of Stress
Some stress is a normal, tolerable and healthy part of life.
Strong, frequent or prolonged adversity can cause stress that is toxic and impacts on the architecture of the brain and the way in which our cells work together.
Children who experience toxic stress during their mother's pregnancy or during the first three years of life AND do not have a caregiver able to provide a nurturing, emotion validating relationship are likely to have differences in the way that their brain functions and how their cells are working together.
Trauma, Adverse Childhood Experiences (ACEs) and Neurodiversity (e.g. Autism, ADHD) can all impact on the way in which the nervous system operates, so that it is more challenging for the child to self-regulate in an education setting. Some children may be impacted by a mixture of these factors.
They may function less well in terms of sociability, physical and mental health.
The Flight/Fright/Freeze response
The Flight/Fright/Freeze response
When we perceive danger or threat, the fight/flight hormones cortisol and adrenaline are released. The function of these hormones is to make us more alert and help us to respond to threat. If stress hormone levels remain high for prolonged periods, however, they disrupt brain circuits - especially those areas of the brain related to learning.
Children and young people impacted in this way have a nervous system a bit like an over-sensitive smoke alarm. Their stress response (smoke alarm) is activated when there is toast in the toaster. There is no actual threat but the alarm system goes off anyway.
Do you know children whose behaviour seems to change without warning and whose responses seem disproportionate? Perhaps they have a nervous system that is wired in such a way as to cause much higher levels of sensitivity to the environment and events around them and a tendency to respond in a particular way. Sometimes they might be responding to internal events (thoughts or sensations in their bodies) e.g. feeling hungry or sad, but without recognising that this is what they are feeling. Children in this state often have a limited understanding of what is happening to them and can feel quite overwhelmed and out of control, which in itself is frightening. If dysregulated behaviours occur in front of adults and children in an education setting, then a sense of shame may add to their sense of overwhelm.
Michelle Bomber explains that in order to support these children we must first 'Respect the Biology': we need to recognise that children's behaviour provides a window into the state of the child's nervous system and how it is currently functioning.
The video below explains further how trauma impacts on the developing nervous system:
The Window of Tolerance
The Window of Tolerance
The Window of Tolerance is a metaphor originally developed by Dr. Dan Siegel to describe the optimal zone of arousal that exists for each individual in their day-to-day life. Children need to be within their window of tolerance in order to be able to engage with learning. When children are in their window of tolerance they are able to think and feel at the same time.
For children and young people who have difficulty regulating emotions, the window of tolerance may be quite narrow and it is difficult for the child to stay grounded and calm. Their 'overwhelm' button can get quite quickly activated. When outside the window the child will be either hyper-aroused or hypo-aroused or might be a mixture of both, switching between these two states.
However, their window does not need to remain narrow and we can support them to extend their window. We'll be looking at how to do this in 'Supporting Regulation' but examples would include ensuring that adults supporting the child are grounded, calm and empathic and considering how to provide sensory comfort, playful interactions and fun! This model can also be helpful to us as adults in considering our own states and behaviours.
Click below to watch a video from Beacon House explaining the 'Window of Tolerance'
Flipping Your Lid
Flipping Your Lid
In this video Dr. Dan Siegel uses his 'Hand Model' of the brain to explain what actually happens to our brains when we move into a hyper-aroused state.
When we 'flip our lid' the different parts of our brain are not well connected. Our 'emotional' brain has become separated from our 'thinking brain'. In this state the child no longer has access to the parts of the brain needed to process language and problem-solve. Supporting the child to calm enables their brain to return to a fully integrated state. The hand model can be used to help children, young people and adults understand how their brain works.
What Dysregulation may look like in the Classroom
What Dysregulation may look like in the Classroom
Below are some examples of behaviours you may notice in the classroom which could indicate to you that the child/young person is in a dysregulated state:
SIGNS OF BEHAVIOURAL DYSREGULATION
Lying, stealing, hoarding
Disruptive in class
Restless, fidgety, moves about lots
Slowed down, unresponsive
SIGNS OF DISSOCIATION
Frequent daydreaming and lack of focus
Forgetful or confused
Confusion about day and time
Abilities change drastically from one task to the next
POOR COGNITIVE SKILLS
Difficulties problem-solving
Struggles to complete a task
Cannot remember new information
Cannot organise belongings
Poor ability to read social cues
POOR SELF CONCEPT/ IDENTITY
Easily knocked back
Becomes upset at failure
Self doubt and self criticism
Not trying for fear of failure
ATTACHMENT INSECURITY
Difficulties processing new information
Struggles with transition, loss and change
Finds it hard to ask for help or the child is always needing help
EMOTIONAL DYSREGULATION
Outbursts of anger or distress at small events such as a change in activity
Immaturity in friendships - jealousy, possessiveness, struggles to share
Rule breaking
SENSORY PROBLEMS
Difficulty with concentration and attention
Overwhelmed by busy, noisy classrooms and spaces
Further information about signs of developmental trauma at home and at school can be found here: Developmental Trauma Summary Sheet (beaconhouse.org.uk)
A Note on Physical Ailments:
A Note on Physical Ailments:
In either hyper or hypo-arousal learners may complain of physical ailments. The vagal nerve (responsible for our fight/flight/freeze responses) is the longest nerve in our body and connects with all our major organs including a significant amount of connection with our gut. The gut has so many neural connections that it has been termed the 'second brain'. This area is increasingly being understood as significant in processing our emotions and contributing to our 'intuition'. So if a child/ young person complains of a sore stomach or other hurt then we need to take them seriously and provide a caring, empathic response. Supporting pupils to notice how their bodies are feeling and helping them to make connections between sensation and energy states is an important component in teaching self-regulation.
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