Recommend Trauma-Informed Strategies for Educational Settings

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Chapter 11

DOI: 10.4018/978-1-5225-9775-9.ch011

ABSTRACT

Childhood trauma and stress affects learning. John Dewey’s theories of progressive, experiential educa- tion data suggest that experiential education positively correlates not only to comprehension, but also to attitudes towards learning as a whole, and towards student self-esteem and ultimately brain health. However, experiential learning is affected by brain development and childhood stress. Experiential learning, particularly project-based curricula, have demonstrated positive outcomes in students from grades K-12. When assessments are adjusted to reflect content actually covered by a given project, students who learned through the project-based method performed significantly better than students in the comparison group, suggesting that experiential education enhances brain development and brain health in the areas of social emotional learning and improves comprehension and retention of material.

INTRODUCTION

Pedagogy must take into consideration the learning engagement of the entire person. Teaching and learning are complex processes. They include more than cognitive approaches because the learner comes to class with a plethora of childhood experiences that can interfere with the learning process. Specifically, toxic stress that occurred in a person’s childhood can affect brain functioning many years

The Affective Phenomena of Childhood Trauma:

Can Experiential Learning, Social Emotional Learning Enhance Healthy Brain Development?

Claire Steele Oregon State University, USA

Theresa Neimann Oregon State University, USA

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later. If a child’s stress response systems are activated and stay activated for sustained periods of time, toxic stress can result, especially in the absence of a protecting shelter of a caring adult relationship (Blair & Raver, 2012; Evans & Kim, 2013). Research shows that extended exposure to stress and stress hormones affect a child’s immune system, making him/her more vulnerable to both acute and chronic illness, which can have long term effects on the structure and functioning of the child’s developing brain (Gunnar et al., 2009).

Childhood stressors such as abuse, neglect and poverty has been established as sources of toxic stress that has been proven to affect learning even after the child has grown into an adult (Fernald & Gunnar, 2009). Neuroscientist, Pat Levitt calls childhood trauma such as poverty a neurotoxin (2015): the circumstances that accompany poverty—what a National Scientific Council report summarized as “overcrowding, noise, substandard housing, separation from parent(s), exposure to violence, family tur- moil,” and other forms of extreme stress—can be toxic to the developing brain, just like drug or alcohol abuse. These conditions provoke the body to release hormones such as cortisol, which is produced in the adrenal cortex. Brief bursts of cortisol can help a person manage difficult situations, but high stress over the long term can be disastrous (Blair & Raver, 2012; Neimann, Stelson & Malecek, 2017). Extended periods of high stress during childhood have been demonstrated to negatively affect a child’s ability to learn with long term effects extending into adulthood (Yoshikawa, Aber & Beardslee, 2012). Experi- ential learning is a pathway to social emotional learning which can offset childhood stress by providing opportunities for children to connect learning to their interests (Seifert & Sutton, 2009). It has shown to positively enhance healthy brain development.

BACKGROUND

According to John Dewey’s theories of progressive, experiential education, learning occurs best when the student can relate new information to a prior experience, and the information is presented to students in a way that connects to their stated interests and projected futures (Dewey, 1916, 2007; Seifert & Sutton, 2009). “In its simplest form, experiential learning means learning from experience or learning by doing. Experiential learning is a methodology in which educators decisively engage with students in direct experience and focused reflection in order to increase knowledge, develop skills, and clarify values (Association for Experiential Education, para. 2). It is learning through action, learning by doing, learning through experience, and learning through discovery and exploration (Dewey, 1938).

Confucius 450 B.C. noted, I hear and I forget, I see and I remember, I do and I understand. Dewey (2007) noted, there is an intimate and necessary relation between the process of actual experience and education. Wurdinger and Carlson (2010) found that most college faculty teach by lecturing because few have learned how to teach otherwise. Although good lecturing should be part of instructors teaching selection, faculty should also actively involve their students “in the learning process through discussion, group work, hands-on participation, and applying information outside the classroom” (p. 2).

This process defines experiential learning where students are involved in learning content in which they have a personal interest, need, or want (Loretto, 2011). Learning through experience is not a new concept for the college classroom. Notable educational psychologists such as John Dewey (1859-1952), Carl Rogers (1902-1987), and David Kolb (b. 1939) have provided the groundwork of learning theories that focus on “learning through experience or learning by doing (Neill, 2006). Dewey popularized the concept of Experiential Education which focused on problem solving and critical thinking rather than

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just memorization and rote learning. Rogers considered experiential learning (EL) “significant” as com- pared to what he called “meaningless” cognitive learning. Students in experiential learning situations cooperate and learn from one another in a more semi-structured approach. Instruction is designed to engage students in direct experiences which are tied to real world problems and situations in which the instructor facilitates rather than directs student progress.

“The focus of EL is placed on the process of learning and not the product of learning” (UC Davis, 2011, para 6). Experiential education first immerses learners in an experience and then encourages reflection about the experience to develop new skills, new attitudes, or new ways of thinking,” Lewis and Williams (1994, p.5). The material and time requirements of hands-on project-based learning can present challenges to implementation, causing many to consider it an impractical method for covering the full breadth of content required by most diplomas (Haynes, 2007). However, research does suggest that experiential education positively correlates not only to comprehension, but also to attitudes towards learning as a whole, and towards student self-esteem (Chapman, McPhee & Proudman, 1995; Wurdinger, 2005). By that metric, experiential learning is intriguing for its ability to teach the student holistically, and to encourage life-long learners. For these reasons, some educators and scholars consider it to be an important supplement to more traditional education styles (Callahan, 2018b; Field, n.d.; Moon, 2004; Roth, 2012).

Proponents of experiential learning assert that students will be more motivated to learn when they have a personal stake in the subject rather than being assigned to review a topic or read a textbook chapter (Chapman, McPhee & Proudman, 1995). What is essential in EL, however, “that the phases of experiencing (doing), reflection and applying are present. In addition, “the stages of reflection and application are what make experiential learning different and more powerful than other models (UC Davis, 2011, para 12 citing Proudman).

There are schools which have attempted to make experiential education their primary method of in- struction – Reggio Emmalia, Waldorf, and Montessori programs in particular (Brown, 2012), but many of these are aimed primarily at younger learners, and the practicalities of implementing their instructional theories and methods across the content of higher grade levels could prove prohibitively tasking to the resources of smaller school districts or those with a less-affluent tax base. Ignoring the practicalities of these concerns while attempting to implement a project-based curriculum across the board in Ameri- can public schools might result in sub-par execution by school districts lacking the necessary means for success. Ironically, this could contribute to the educational inequality to which John Dewey was so vehemently opposed in his own time (Dewey, 2007; Roth, 2012).

PROJECT-BASED CURRICULA

Nevertheless, project-based curricula have been implemented in pockets of districts around the United States, which are demonstrating positive outcomes for their students. For example, sixth-grade students in Barrington, Rhode Island, helped design the architecture of their own middle school as part of their mathematics curriculum (Callahan, 2018a); Blue Valley, Kansas, has provided a Center for Advanced Professional Studies program for their students, giving adolescents the opportunity to be mentored by employers in disciplines of their choice for both high-school and college credit (Blue Valley Schools, 2018); and Cedar Rapids Schools in Iowa have created a program called IowaBIG, which students utilize

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their science and math skills on community-improvement projects, such as mapping storm water runoff within the city (Callahan, 2018b).

The following is a list of experiential learning principles as noted from the (Association for Expe- riential Education, 2011, para 4):

• Experiential learning occurs when carefully chosen experiences are supported by reflection, criti- cal analysis and synthesis.

• Experiences are structured to require the student to take initiative, make decisions and be account- able for results.

• Throughout the experiential learning process, the student is actively engaged in posing questions, investigating, experimenting, being curious, solving problems, assuming responsibility, being cre- ative and constructing meaning.

• Students are engaged intellectually, emotionally, socially, soulfully and/or physically. This in- volvement produces a perception that the learning task is authentic.

• The results of the learning are personal and form the basis for future experience and learning. • Relationships are developed and nurtured: student to self, student to others and student to the

world at large. • The instructor and student may experience success, failure, adventure, risk-taking and uncertainty,

because the outcomes of the experience cannot totally be predicted. • Opportunities are nurtured for students and instructors to explore and examine their own values. • The instructor’s primary roles include setting suitable experiences, posing problems, setting

boundaries, supporting students, insuring physical and emotional safety, and facilitating the learn- ing process.

• The instructor recognizes and encourages spontaneous opportunities for learning. • Instructors strive to be aware of their biases, judgments and preconceptions, and how these influ-

ences the student. • The design of the learning experience includes the possibility to learn from natural consequences,

mistakes and successes. The instructor and student may experience success, failure, adventure, risk taking and uncertainty, because the outcomes of the experience cannot totally be predicted.

Key Words

John Dewey – Early 20th century American philosopher and psychologist, whose theories have been influential to progressive education and social reform. Dewey founded the University of Chicago’s Laboratory School, which embraced a model of experiential education proposed by Dewey’s own edu- cational philosophies (Dewey, 2007).

Experiential education – Educational philosophy that emphasizes the relative importance of learning by doing. As applied, experiential education often presents students with hands-on projects designed to develop a students’ facility with a given set of skills through direct experience; educators can medi- ate this learning process by encouraging student reflection upon the topics addressed by the project (Erikson, 1968).

Social emotional learning - the process through which individuals acquire the knowledge, attitudes, and skills necessary to practice effective self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Mcleod, 2018).

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Brain development – Human brain development refers to the protracted process of adaptive changes to the architecture of the brain that result in increasing complexity and maturation over time. Brain de- velopment begins in the third week of gestation and continues throughout an individual’s lifetime, though the brain is typically considered fully mature around age 25. Healthy brain development is dependent upon both genetic and environmental factors, and a disruption to either can have significant long-term negative effects upon neural outcomes (Zubizarreta, 2008).

Project-based learning – a teaching method that utilizes real-world scenarios and problems to cultivate student knowledge and skills. Project-based learning is thought to encourage critical thinking, problem solving, teamwork and self-management. Because projects are often drawn from local problems or chal- lenges, they also develop students’ sense of agency, and increase student engagement with curricula (Warren, 1995).

THERORETICAL BACKGROUND

According to Erickson (1968) (Sheck, 2014), every person has his or her own unique identity. This identity is composed of the different personality traits that can be considered positive or negative. These personality traits can also be innate or acquired, and they vary from one person to another based on the degree of influence that the environment has on the individual. The bottom line is that as human be- ings, we possess many characteristics that are fine-tuned in many different aspects that eventually define who we are. Erik Erikson’s (1950) Theory of Psychosocial Development emphasizes the sociocultural determinants of development and presents them as eight stages of psychosocial conflicts (often known as Erikson’s stages of psychosocial development) that all individuals must overcome or resolve success- fully in order to adjust well to the environment (Sheck, 2014).

According to Erik Erikson’s(1950; 1968) theory, we all encounter a certain crisis that contributes to our psychosocial growth at each of Erikson’s stages of psychosocial development. Whenever we ex- perience such crisis, we are left with no choice but to face it and think of ways to resolve it. Failure to overcome such crisis may lead to significant impact on our psychosocial development.

EVALUATING LEARNING OUTCOMES OF EXPERIENTIAL EDUCATION PROGRAMS

According to Chris Unger, Associate Professor with Northeastern University’s Doctor of Education program, “We know experiential learning increases student engagement and deepens student learning, and not just in the core academic subjects, but in ways schools don’t always measure—students are learning how to think, how to collaborate, and how to innovate.” In this process the brain is making new connections contributing to brain plasticity and health (Callahan, 2018b, p. 2). This statement is sup- ported by meta-analysis of available studies evaluating the learning outcomes of experiential education programs (Ewert & Sibthorp 2009). Because each experience or project is different, it can be extremely difficult to compare efficacy of project-based curricula to traditional learning formats, especially if the assessment used is something near to a final exam, which is more typical of a traditional classroom, and when this is the case there is no significant difference in performance between students who received information through lecture and those who learned through projects (Gosenpud, 1990; Seifert & Sutton,

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2009). However, when assessments are adjusted to reflect content actually covered by a given project, students who learned through the project-based method performed significantly better than students in the comparison group, suggesting that experiential education does improve comprehension and reten- tion of material. In addition self-esteem is increased which translates into psychological and emotional health (Gosenpud, 1990; Qualters, 2010).

Advocates of experiential education programs also often argue that the value of such programs is found in the positive changes made to students’ attitudes towards learning (Gosenpud, 1990; Warren, 1995; Wurdinger, 2005). Indeed, Dewey himself argued that “The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling” (Roth, 2012 p. 4). Essentially, Dewey thought that the goal of education should be to teach students the habit of learning from their experiences (Demetrion, 2002; Dewey, 1916). To that end, the IowaBIG program chooses to eschew traditional grades in favor of a reflective meeting between students and teachers to discuss student progress in five different areas, including a parameter designated Joy (Callahan, 2018b).

If Erikson’s (1968) theory of Psychosocial Crises is presumed correct, methods of traditional grading could severely damage the developing personalities of adolescents. Instead, fostering a positive evaluating progress in a manner in which they are invited to participate without threat to their concept of identity might be a healthier practice.

Clearly, there are significant challenges to creating meaningful, project-based curricula and to imple- menting these curricula on a grand scale. Doing so would require greater inputs of material resources and, very likely, a lower student to teacher ratio to allow for better mentoring opportunities and nuanced evaluation of student projects. Rather than making it the primary means of content instruction, supple- menting traditional curricula with experiential education is not only advisable according to the available data, but also currently within the grasp of many public schools (Callahan, 2018a).

Brain Development and Experiential Learning

The brain goes through a series of major structural changes throughout childhood and adolescence that results in different levels of ability in physical, emotional, social, and cognitive processes emerging at varying rates during an individual’s development into adulthood ((Neimann, Stelson, & Malecek, 2017)). Throughout life, the brain undergoes several periods of rapid growth requiring the generation of new neural pathways, and selective reduction of infrequently utilized pathways to create specialization and increase cognitive efficiency.

During the first few years of childhood, more than 1 million new neural connections are created every second (CDC Harvard, 2018a). Repeated use of a neurological pathway or synapse physiologi- cally reinforces the pathway, but less-frequently used pathways are allowed to degrade over time until they eventually become difficult or even impossible to access, in a process called “synaptic pruning.” This process is essential to the individual’s ability to learn, as it creates space for new, more important or useful, neural connections to form. When the mechanism of synaptic pruning goes awry, it is impli- cated in complex developmental and mental health abnormalities like Autism Spectrum Disorder and Schizophrenia (Seifert & Sutton, 2009).

A rapid period of neurological growth occurs between infancy and age six, after which the process of pruning begins. Processes related to sensation, touch, and vision are all mostly mature by the age of four, but brain architecture related to more abstract cognitive and emotional processes will develop far

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more slowly. School-aged children before puberty experience growth primarily in their parietal lobes, prefrontal cortex, and areas related to language acquisition, resulting in fine-motor skill refinement, im- proved facility with language, and increased capacity for spatial reasoning and mathematics. Because the prefrontal cortex is not yet mature, children’s abilities to reason abstractly or govern their own emotional state can be unreliable. Children this age also struggle with filtering important data when presented with a lot of information or stimulation, which can result in emotional outbursts – something which can be attested to by any parent who has experienced their child throwing a tantrum after a few hours at a theme park (Neimann, Stelson & Malecek, 2017).

Puberty brings a period of increased pruning, allowing for specialization, alongside a slow maturation of the prefrontal cortex and parietal lobes, which govern long-term planning, judgement of risk, analytical thinking skills, and the capacity for abstract thought. At the same time, pubescent adolescents develop a significant capacity for “creating emotion.” This combination of increased emotional complexity and an immature prefrontal cortex is responsible for the seemingly unpredictable, rash decisions and risky behaviors that often characterize adolescence. Individuals in their late-teens and early twenties exhibit better self-control to match their emotional maturity, but their capacity for appropriate decision-making will continue to develop and improve for several years. (Seifert & Sutton, 2009; Neimann, Stelson & Malecek, 2017). Once mature, the brain’s ability to change in response to experiences decreases as we age. After age thirty, neuroplasticity declines and the amount of effort required to change is greater (CDC Harvard, 2018a).

Brain Development in Early Childhood and Adolescence

Rapid periods of neural growth occur early in development; foundational brain architecture is established during infancy and affects what can be built atop it during the remainder of a person’s life (AFWI, 2014). The Center on the Developing Child at Harvard University (2018) further stresses that all brain architec- ture is interconnected; “You can’t have one skill without the others to support it”. Perhaps one of the first and most important properties to emerge during early childhood is a theory of mind, or the recognition that another person’s behavior and actions are predicated upon their mental state and intentions. This ability emerges during the first year of life, which continues to be refined throughout development into adulthood. An individual whose brain development was abnormal due to trauma or adverse stress, during this critical phase of infancy would later struggle with the development of complex thought surrounding language acquisition, strategic social interaction, reflexive thought, and moral judgement (Duckworth & Carlson, 2005; Neimann, Stelson & Malecek, 2017). The basis for skills in areas such as emotion, motor skills, behavioral control, logical thinking, language, and memory are all laid during this critical period of early childhood (CDC Harvard, 2018).

Foundational brain development in a healthy environment generates the basic emotional and social skills of executive function and self-regulation. “Serve and Return” interactions, positive experiences with caretakers such as touch, communication, eye-contact, singing, and games, help to develop this critical foundational architecture. A child growing up in a home characterized by neglect or abuse, however, is developing in an environment of “Serve and Return” famine, and just as a malnourished body deprived of vital nutrients during growth will end up stunted and malformed, so too the brain deprived of such critical interactions will develop abnormally, resulting in physiological changes to the brain’s founda- tional architecture that present challenges to both learning and behavior later in life (NSPCC, 2017; CDC Harvard, 2018a). Although much of the groundwork for development is laid during early childhood, we

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cannot discount the importance of continued healthy brain development in adolescence. Not only is this the period during which an individual’s capacity for complex reasoning experiences the greatest growth, it is also a period of significant specialization through synaptic pruning (Sheck, 2014; Neimann, Stelson & Malecek, 2017). Even a teenager who spent their early childhood in a stable environment with healthy, positive, interactions may experience degradation or loss of these neural connections if their environ- ment has become unstable and those neurons have not been continually reinforced through regular use.

How Childhood Stress Hijacks Learning

Experts (Hebb, 1949; Kotulak, 1996) named the plasticized brain learning of infancy and early childhood neoteny. Kotulak (1996) noted, “At eight months, a baby’s brain has about 1000 trillion connections,” and is growing at the incredible rate of three billion [neural connections] a second (p. xiv). At that point, a person is completely vulnerable. He or she may be easily imprinted with the emotional tone of earliest lessons; like black ink on the white paper of consciousness. One has, without volition, been introduced to expectations—certain ways of thinking, acting, being, that are absorbed as preferences (Neimann, Stelson & Malecek, 2017). If, during these primary and critical interactions, one feels loved and valued, one’s brain will become attuned to positive energies and develop a positive self-image (a sense of competence, efficacy, and value). In this way, one may also naturally attract amplifying experiences that affirm one’s hardiness and resilience (Neimann, Stelson & Malecek, 2017; Teicher, et al., 2002). If, conversely, one has predominately negative early experiences incorporated as the foundation of self, one may develop an amplified negative, even self-destructive, self-image, and concomitant self-destructive behaviors. One may internalize the negative value judgments, depreciations, and imprecations projected by significant others as one’s own, and act on them as if valid.

Prolonged exposure to stressors can change the architecture of the brain during development, and significantly affect outcomes in adulthood beyond just learning and behavior (AFWI, 2014). The stress response, fight or flight, is an adaptively important survival mechanism, but the physiological effects of the reaction (e.g. upregulated hormonal levels) can negatively affect brain architecture if the survival response is prolonged. For example our bodies respond to chronic stressors, such as persistent hunger because our only reliable meal is the school’s lunch program, with the same physiological reaction as they do to acute stressors, such as the fear from walking past a barking dog. Thus, development in an environment of neglect or abuse can keep the brain awash in these fight-or-flight chemicals and pro- foundly alter the growth of a child’s brain (CDC Harvard, 2018a).

The Alberta Family Wellness Initiative refers to prolonged stress like this as “toxic stress.” Toxic stress during development is correlated to addiction and substance abuse, cardiovascular illness, mental illness, and reduced function of the immune system during adulthood (AFWI, 2014). Perhaps more distressing, a comprehensive study also correlated excessive stress and trauma during childhood to an increased propensity to be in an intimate relationship characterized by violence as an adult, potentially allowing for exposure of another generation of children to the same kind of chronic developmental stressors, closing the insidious cyclic loop of childhood trauma (Neimann, Stelson & Malecek, 2017).

According to Teicher et al., (2002, pp. 68-75), the brain itself suffers pernicious effects from trauma that actually “mediate development in vulnerable brain regions,” specifically in the form of limbic ir- ritability. This is manifested by markedly increased prevalence of symptoms suggestive of temporal lobe epilepsy (TLE) and by an increased incidence of clinically significant EEG (brain wave) abnormali- ties. [This embraces the possibility of sensory, motor, perceptual, and/or emotional changes]. Deficient

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development and differentiation of the left hemisphere is another response to childhood trauma such as poverty and toxic stress, it is manifested throughout the cerebral cortex and the hippocampus, which is involved in memory retrieval (Kolulak, 1996; Neimann, Stelson & Malecek, 2017). [This may include heightened right hemispheric development (to the detriment of the left hemisphere); deficiency in de- velopment of the left hippocampus—and hence language development, verbal memory, and possibly dissociative symptoms]. In addition, deficient left-right hemisphere integration is indicated by marked shifts in hemispheric activity during memory recall and by underdevelopment of the middle portions of the corpus callosum, the primary pathway connecting the two hemispheres that directly mediates hemispheric integration (Neimann, Stelson & Malecek, 2017).

Abnormal activity in the cerebellar vermis, the middle strip between the two hemispheres of the brain, appears to play an important role in emotional and attentional balance, and regulates electrical activity within the limbic system (Teicher, et al., 2002). This may manifest in decreased serotonin production in the hippocampus, and decreased receptors for glucocorticoids leading to increased sensitivity to fear; and a heightened adrenaline response (Seifert & Sutton, 2009). The cause of some learning disorders can be physical, psychological, and environmental factors (APA, 1994, 2000) such as from childhood poverty, toxic stress and other childhood stressors.

The long-term effects of toxic stress, furthermore, do not exist only on the outskirts of society - 35 million children in the United States have lived through at least one traumatic experience in their young lives. Approximately 8 million of those children have been impacted by two or more traumatic or ad- verse experiences (Morley et al., 2015). This is not an issue that can be safely relegated to the auspices of specialists - statistically, those 8 million children represent one in ten kids in America. The likeli- hood is that educators will find themselves teaching at least one child affected by trauma during their careers; the greater likelihood is that if they teach one, they will teach many, because adverse childhood experiences such as the unremitting stress of financial hardship, domestic violence, mental illness, or living with an alcoholic or an addict, tend to cluster in neighborhoods, and school districts by extension (Neimann, Stelson & Malecek, 2017). Twenty percent of the residential zip codes in America are home to approximately eighty percent of the children growing up in poverty (Morley et al.,).

Not all stressful experiences are negative, however. Tying into Erik Erikson’s (1968) theory of de- velopmental crises, positive outcomes to stressful events like meeting new people, passing an exam, or mastering a difficult skill, can prepare an individual to manage and deal with challenges as an adult –developing the skill of resilience (Amidon, Monroe, & Ortwein; NSPCC, 2017).

Furthermore, this resilience also serves as a palliative measure to chronic stressors in the child’s environment; a study performed by the National Survey of Children’s Health found that children with two or more adverse childhood experiences who demonstrated a higher degree of hope and resilience also had better school attendance and performance, because they were better able to manage their own behavior (Morley, et al.,).

The brain continues to grow and create new connections throughout life, albeit at a reduced rate, so it is also possible to address some of the health deficits created by toxic childhood stress as an adult. It is vastly more effective, however, to provide good foundational experiences in the first place (NSPCC, 2017).

Educator Support for Brain Development in Early Childhood

There is a Buddhist teaching attributed to a poem written by the monk Shantideva (2007), that the road is covered with rocks and thorns which can harm the unprotected feet of the traveler, and there is not enough

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leather in existence to possibly cover all the world to prevent this happening, but by covering our own feet the effect is much the same (Shantideva, 2007). While it would be incredible to be able to eliminate all sources of adverse childhood experiences, or toxic stress, from the lives and minds of children, it is perhaps a better and more realistic goal to provide opportunities for children from all backgrounds to develop resilience in a safe environment instead, allowing them to capitalize on their ability to weather the storm outside the school.

Educators have ample opportunities to support healthy brain development. Children spend anywhere between four and eight of their waking hours in school depending on their age. That represents time when teachers get to dictate the state of shared environments. One such shared environment is time spent by mentoring an after-school activity, which could potentially relieve the source of chronic stress in the child’s environment while building resilience from multiple angles.

Firstly, The Center on the Developing Child at Harvard University (2018) identifies having at least one stable, committed relationship with a supportive parent, caregiver, or other adult as the single most common factor in children who develop resilience to adversity (CDC Harvard, 2018). By mentoring an after-school activity multiple times a week, one can take on the role of that stable, committed, and supportive adult. This could also create an environment where the given child can access the shared Zone of Proximal Development in order to make up for any deficits to their education or development thus far (McLeod, 2018).

Secondly, extracurriculars can be a source of enriching activities that can stimulate areas of interest or learning that are not typically addressed by a traditional curriculum, often helping students feel safe in relatively non-threatening spaces even for children who struggle academically and think of themselves as “bad at school.” This helps to address Erickson’s (1968) assertion that humans are driven to achieve competency in certain areas, and that the school-aged child faces a crisis of Industry vs. Inferiority (Amidon, Monroe, & Ortwein, n.d.). By providing the child an opportunity to excel at something (such as happens in a project-based learning environment) in the eyes of their teacher and their peers, regard- less of their current level of academic success, educators can help them achieve a positive outcome for that developmental crisis, contributing to the long-term development of a healthy personality, a positive outlook on life, and ultimately a sense of hope and resilience. Finally, mentoring an extracurricular activ- ity before or after school could alleviate some of the socioeconomic difficulties that may be contributing to the child’s toxic stress at home. According to the Economic Policy Institute, the average family in Oregon spent $11,322 per year on child care in 2016, (Im, 2018). If the child’s school offered structured supervision during a time when parents would normally either have to pay for childcare or limit their own working hours in order to provide care at home, families might be better capable of meeting their financial needs – including the needs of their developing child.

Social Emotional Learning (SEL) as a Pathway to Experiential Learning

Scholars (Callahan, 2018a; GMU, 2011; Ewert & Sibthorp, 2009) believe social emotional learning is a pathway to experiential learning. Social emotional learning (SEL) promotes social emotional brain health even in those children who have experienced childhood stress.

A definition is in order to fully appreciate the parameters of SEL. According to Pennsylvania State University and the Robert Wood Johnson Foundation, Social-Emotional Learning (SEL) is the pro- cess through which individuals, both children and adults, acquire the knowledge, attitudes, and skills necessary to practice effective self-awareness, self-management, social awareness, relationship skills,

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and responsible decision-making (RWJF, 2018). Put another way, SEL teaches the individual how to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (Greenberg et. al, 2016). This definition also closely matches the definition of SEL provided by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2018). The Chicago Consortium for School Research primarily agrees with these ideas; they identify four foundational components to individual success in adulthood, and describe them as Knowledge and Skills, Mindsets, Values, and Self-Regulation, all of which work interdependently and contribute to the generation of a competent adult with an integrated identity and a sense of agency (Nagaoka et. al, 2015).

The skillsets within SEL are organize around the broad dimensions of Agency, Identity, and Self- Regulation. Agency includes both efficacy, the ability to produce a desired result, and mindset, which influences how one reacts to failure. Identity is dependent upon defining a set of values and belonging to a community, which in turn requires social awareness and relationship skills. Self-Regulation includes the ability to exercise self-awareness to understand and manage one’s emotions, self-management to set and achieve positive goals, and responsible decision-making to act in accordance with personal goals and values (Greenberg et a., 2016).

Self-regulation

Oregon State University researchers McClelland and Cameron (2011) describe self-regulation as a mul- tidimensional capability to “control or direct one’s attention, thoughts, emotions, and actions” towards a particular goal, and consider it fundamental to ensuring long-term success of individuals in academic settings; they note that self-regulation predicts academic achievement even when factors impacting initial academic achievement and background characteristics are controlled for. Self-regulation is a form of executive function that emerges developmentally in early childhood, but that not every child masters at the same rate (McClelland & Cameron, 2011). In a classroom setting, a child might demonstrate self- regulation by remembering to raise their hand and be called upon before volunteering an answer, rather than impulsively shouting it out. Another example of self-regulation is when two children decide to share a toy or a game instead of fighting each other over it.

Sense of Belonging

At the center of Terrell Strayhorn’s (2012) work on the social-emotional parameter Sense of Belong- ing, is the concept of Community. He argues that being able to identify yourself in those around you, recognize shared interests or ambitions, and rely upon each other as a supportive framework is integral to success in the face of adversity or challenge. In this way, a sense of belonging to a given community is strongly connected to another SEL parameter – resilience.

Resilience

Without the emotional scaffolding of resilience, in the form of social connection, we perceive ourselves as isolated. For example, we may draw the depressing conclusion that our lives do not matter, and our existence is meaningless without significant social circles affirming our identity. Strayhorn (2012) iden- tifies sense of belonging as a basic human need, on par with any of the other deficit needs in Maslow’s

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hierarchy. Maslow’s hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper “A Theory of Human Motivation” in Psychological Review. Maslow subsequently extended the idea to include his observations of humans’ innate curiosity (Strayhorn, 2012).

Furthermore, this need becomes heightened if we are placed into an environmental context in which we feel vulnerable. In the context of Strayhorn’s work with college students, this means that sense of belonging may account for higher drop-out rates among women and racial minorities (Strayhorn, 2012). In the context of K-12 students, extracurricular clubs and sports sponsored by the school can often pro- vide a sense of belonging within the school community even for students who struggle academically and might feel alienated otherwise.

Efficacy

Albert Bandura’s (1993) foundational research on self-efficacy defines this trait as the ability, or perceived ability, to employ agency in order to achieve a goal. In the case of a student in an academic setting, the goal in question might be to manage their own study habits or to master the content of a given class. For a teacher, the goal might be to motivate students who historically have performed poorly in academic skills or settings. Interestingly, a teacher’s perception of their ability to manage classroom behavior, explain content, and motivate learners has a significant effect on student’s academic achievement, regardless of the student’s performance historically. Perceptions of self-efficacy also have an important role to play in how we motivate ourselves, and in how we interpret failure. Similar to Dweck’s (2016) work on growth mindset, Bandura’s (1993) work on self-efficacy demonstrates that individuals who consider themselves to have a high-degree of efficacy are more likely to ascribe the cause of failure to themselves – to in- sufficient preparation or effort, while individuals who believe they are inefficacious are more likely to assign blame for their failures to an innate lack of ability at the task, which they cannot affect.

Perceived Self-efficacy

Perceived self-efficacy also has a significant effect on how individuals/students respond to stress. A person with a high perception of their own efficacy trusts their own abilities, and as a result, is less likely to experience a deterioration in cognition in the face of stressful situations. In this way, a lack of perceived self-efficacy can predict poor academic achievement, even when the student has demonstrated they understand the material (Bandura, 1993; Duckworth et at., 2019). For example, a student who normally is a high academic achiever is placed into an Advanced Placement class. It is the first such class they have ever taken, and they have heard repeatedly that AP classes are extremely difficult, and many good students fail each year simply because they are not ready. The student begins to doubt their own ability to rise to the challenge as they approach their first major exam of the year, and when they enter the classroom and sit down at their desk, they take one look at their exam paper and it seems that everything they have ever learned evaporates from their mind. They repeatedly doubt and change their answers, and their pencil hovers over the essay section as they proceed to draw a complete blank. In this classic case of test anxiety, the student’s deflated sense of self-efficacy has caused them to have a physiological stress response incommensurate with the actual difficulty or danger of the task needing to be accomplished, and it has effectively limited their ability to respond to the situation (Bandura, 1993).

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Grit

Scholars including Angela Duckworth (Duckworth, Taxer, Winkler & Grossadd et at., 2019) defines grit as passion and perseverance for and toward long-term goals, which has empirically correlated it to success outcomes. In fact, she argues, grit, when placed on a quantitative scale, is a better predictor of success in life than social intelligence, cognitive intelligence, physical health, or even attractive- ness (Duckworth, & Carlson, 2005). Grit is connected to having a personal goal of such import that it “organizes and gives meaning to” your every endeavor; an individual with grit will pursue such a goal even in the face of repeated setbacks (Duckworth et al, 2019). It is important to note that grit is either “unrelated, or inversely related to” talent, and that approaching life with a growth mindset builds grit as a character trait. The passion one holds towards a given activity or goal is what differentiates grit from resilience; a resilient individual may doggedly work their way through a challenge in spite of obstacles, but a gritty person does so because they have passion as a motivating factor. To that end, a teacher who strives to help students identify and cultivate their passions in the classroom and to apply their interests as a motivator when presented with difficulties, is teaching the character trait grit.

Mindset

Psychologist Carol Dweck (2016) describes mindset as the combined attitudes and beliefs an individual hold towards their own abilities. She asserts that individuals can have either a fixed or a growth mindset. In a fixed mindset, a person believes that ability and skills are static, and dependent upon innate talent, or genetics. A person with a fixed mindset would agree with the statement that ‘some people are just bad at math.’ Such a person would consider that if she/he were born bad at math, no amount of practice, effort, or instruction will make her/him substantially better at it. One might be capable of mastering the basics, but once one reaches a threshold level of complexity, the task will simply be beyond one’s abilities. From this viewpoint, exerting significant effort towards a challenging task is likely to be only frustrating, with very little payoff.

Furthermore, these individuals are not likely to seek out challenges, because every potential failure casts aspersions upon their own intrinsic abilities, like intelligence. If a person in a fixed mindset en- counters difficulty tackling a subject that others seem to find easy, then they now have to emotionally reckon with the apparent evidence that they are not as smart as they thought they were, and that there is nothing they can do about it. An individual with a growth mindset, on the other hand, believes that ability is dynamic, and primarily the product of effort, rather than talent (Dweck, 2016).

Talent may contribute to success, but in the race of skills acquisition it really only provides a head- start, which does not determine the outcome. An individual/student with a growth mindset considers failure to be a natural part of the learning process and isn’t something to be feared. A person with a growth mindset, therefore, seeks out challenges because they are the only way to develop their skills. The same student struggling with math, but in possession of a growth mindset, might say ‘I’m not good at math yet,’ and they would likely attribute their failure to a lack of effort in terms of time spent study- ing or inattention during class. To remedy the situation, they might seek help from a tutoring center, or request an extra-credit project (Dweck, 2016).

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Resilience

The Center on the Developing Child at Harvard University (2018) defines resilience as a “series of protective factors that enable people to adapt in the face of serious hardship.” These protective factors are found within the child’s environment, and arise in a variety of forms, such as responsive, positive relationships with caretakers, safe communities (that sense of belonging analyzed by Strayhorn), and even regular access to healthy food. The interaction of these protective factors provide positive experi- ences that can teach children coping mechanisms to deal with minor stressors, like regulating emotion or delaying gratification, so that when a major stressor is introduced into the child’s life, their physiological response – upregulation of stress hormones, for instance – isn’t as marked (CDC Harvard, 2018).

Researchers may not agree why some children develop the capacity for resiliency while others do not. The capacity for learners to develop social emotional learning is different for each child. However, research is clear in noting that social emotional learning can be taught (Bandura, 1993; Dweck, 2016).

Evidence that Social Emotional Learning can be Taught

Many people who have even a superficial knowledge of Darwin’s (1859) work on the Theory of Evolution by Natural Selection take away from the research that individuals are born with a set of natural traits upon which selective environmental forces act, and that this action has led over the millennia to the diversity of species we see on the planet today (Darwin, 1859). It is perfectly natural according to science, some will then argue, that certain individuals will be born with beneficially adaptive characteristics, while others will not be so well-endowed. And, just as a fish will not be able to sprout wings and fly no matter how badly it wants, or even needs, to do so, a person who is born inherently unintelligent will not be able to make themselves smarter through any amount of applied study. This has been the essential argument behind Social Darwinism since its first crabbed logic was disseminated amongst the masses in the late 1800s (Encyclopedia Brittanica, 2018). Thankfully, greater minds have since addressed the issue and found that the vast majority of attributes and skills that we have historically deemed static are not only capable of changing throughout a person’s life, but that they are even capable of being taught. In light of a growing body of evidence indicating that social-emotional parameters are a significant predictor of academic success and even long-term economic success and satisfaction, there has been an increasing effort amongst educators to promote healthy development within these areas.

Taylor et. al’s (2017) meta-analysis of schoolwide programs to promote positive youth development (PYD) has found that such interventions have successfully improved recipient’s “self-control, interper- sonal skills, problem solving, the quality of their peer and adult relationships, commitment to schooling, and academic achievement” (2017, p. 1156-1157). PYD programs have even proven to be a protective factor against the development of negative social traits such as substance abuse, and risky or ‘problem’ behaviors (Taylor et. al, 2017).

There is also empirical evidence suggesting that perceived self-efficacy can be an acquired trait. In 1989, Bandura conducted an experiment in which he seeded the idea that performance at a given task was related to inherent intellectual ability within one group of participants, and that it was related to a skillset that could be acquired through applied effort in another (Bandura, 1993). He found that individu- als who approached the task thinking that it required a measure of natural talent became demotivated and frustrated when they began to encounter difficulties. Their capacity to apply themselves to the task, even in ways where they had demonstrated some proficiency before, became erratic, and the participants

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began to lower their achievement goals – losing their motivation. By contrast, the group who believed their performance was related to an acquirable skillset were more resilient in the face of repeated set- backs, they continued to set high goals for themselves and for the groups they were managing, and their performance at the tasks set for them was higher (Bandura, 1993). In this case, all that was needed was a suggestion by a person in a position of authority that performance could be improved through effort, and individual’s perceptions of their own efficacy as applied to the task improved.

Carol Dweck’s (2016) research suggests that a growth mindset can also be modeled and taught. Re- searchers at the University of Chicago found that if a majority of praise interactions between mothers and her young children were process oriented, rather than outcome-oriented, the children were more likely to demonstrate a growth mindset and to seek out challenging activities five years later. Furthermore, growth mindsets can be fostered amongst older children as well; Dweck (2016) developed online workshops on growth mindset aimed at adolescents, she found that the instruction could actually remediate the outlooks of teenagers who had previously demonstrated a fixed mindset in the face of challenges. The students regained their motivation to learn and achieve higher grades. The workshops worked especially well with students who were previously struggling under a paradigm where they considered their own abilities to be inadequate and unalterable (Dweck, 2016).

Finally, Harvard researchers (CDC Harvard, 2018) agree that resilience is another trait that can be taught, as it is acquired through positive interactions with the child’s environment. According to their research, the single most important factor for developing resilience in a developing child is consistent, supportive interactions with at least one adult or caretaker in that child’s life, whether that caretaker is a parent, a teacher, a coach, or another mentor.

CONCLUSION

Frederick Douglas observed that “It is easier to raise strong children than it is to repair broken men” (Bandura, 1993). Indeed, our steadily growing understanding of social-emotional learning and the ef- fects these skills have upon long-term success suggest that the best society we could possibly create is one in which the health of the social and emotional lives of our children is emphasized over the cogni- tive. However, as the brain goes through a series of major structural changes throughout childhood and adolescence that results in different levels of ability in physical, emotional, and social processes; cogni- tive processes are strengthened, as SEL is strengthened so is social emotional health and brain health in which the brain’s cognitive capacities are strengthened.

Pedagogy must take into consideration the learning engagement of the entire person. Teaching and learning are complex processes. In the long run, in order to build brain health, social-emotionally, resilient healthy children, we cannot negate supporting the capabilities of the adults in a community. Providing opportunities for experiential learning has a profound affect on a child’s wellbeing, However if the adults in a child’s world lack resources for their own emotional health and sustainable living conditions whether they be reliable public transportation, affordable quality childcare, and parental coaching workshops, forming healthy children can be an uphill battle (CDC Harvard, 2018).

The collective agreement of this research supports the idea that if SEL is supported, social emotional health will follow, and the academics will take care of themselves.

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