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"A neuroscience approach to Transformative SEL ensures structures, policies, programs, practices, interactions, and physical learning environments are informed by and align with the most up-to-date learning and unlearning (e.g., neuromyths) in Mind, Brain, & Education (MBE) science. MBE is the field that brings together neuroscience, psychology, and education." - TSEL Framework, pg 12
"A neuroscience approach to Transformative SEL ensures structures, policies, programs, practices, interactions, and physical learning environments are informed by and align with the most up-to-date learning and unlearning (e.g., neuromyths) in Mind, Brain, & Education (MBE) science. MBE is the field that brings together neuroscience, psychology, and education." - TSEL Framework, pg 12
According to Oregon’s Transformative SEL Framework and Standards, "examples include, but are not limited to, understanding: a) how the brain’s neuroplasticity facilitates all learning, unlearning, relearning, growth, and healing (Dweck, 2006, 2016; Hansen, 2018; Tokuhama-Espinosa, 2018; Boaler, 2019). This is the process of how the brain continuously adapts, grows, rewires, and reorganizes during learning. b) how neurodiversity acknowledges that every human brain is different and unique in order to help us appreciate and respect our differences and human potential (Armstrong, 2010; Prat, 2022; Ellis, Kirby, & Osborne, 2023). c) how the prevalence of neuromyths (the misunderstandings or misconceptions about the brain and how it functions) can cause harm and limit human potential, recognizing that educators’ beliefs in neuromyths are “...one of the greatest, if not the greatest, barriers to improving education” according to MBE experts (Tokuhama-Espinosa, 2018)." - TSEL Framework, pg 13
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