Running head: STRESS EFFECTS 1

Stress Effects and Coping Strategies for Learners

Week 5 Final Paper

Eric Fonseca

Learning and the Brain ESE 370

Instructor Rich Gaskill

December 21th, 2015

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Stress Effects and Coping Strategies for Learners

Stress is a part of every persons life and in the learning environment, it can be

particularly troublesome. Some may say that stress plays a positive role in the learning

environment in that it can build anticipation and focus. In fact, Russell, Zigmond, Dimatelis,

Daniels, & Mabandla state Stressors in daily life are necessary for development of the brain.

The body learns to adapt to daily challenges to avoid injury and to ensure a successful outcome

(2014, p. 256). Though there are arguments to support the notion of the positive impact of stress,

the limiting of stressors is more favorable in knowledge transfer. Teachers can utilize strategies

to limit stress and create a classroom climate that enriches the students memory and learning. In

this paper, I will identify what contributes to stress and the parts of the brain that process stress to

create a better understanding of how to combat the effects. I will then identify the demographic

of learners that stress impacts and how it influences learning. Additionally, I will provide

strategies that instructors can utilize to control stress to amplify memory and to retain

information.

STRESS AND THE BRAIN

The brain manages the entire body and, therefore, has a lot of information passing

through it. The human brain resorts to its primitive side when it deals with stressors or fear that

has a fight or flight processing. To overcome this adversity and ensure that the higher cognitive

functions are accessed it is important to understand how the different regions of the brain

function. There are many areas of the brain involved in memory and learning and being able to

remove stress to access these areas is indeed important. Some of the more important functional

areas of the brain are discussed in this paper. Exploiting the brains functions and understanding
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how it processes information assist teachers to connect to their students and create new ways of

transferring knowledge to working memory up to the long-term memory.

Stress affects everyone on a daily basis and individuals learn to cope with stressors

through their life experience. There are strategies that individuals can employ to assist in dealing

with stress as well. It is important first to understand what stress is and how it impacts an

individual. LePine, LePine, and Jackson state We define stress as an individuals psychological

response to a situation in which there is something at stake for the individual and where the

situation taxes or exceeds the individuals capacity resources. The psychological response in this

definition reflects emotions that occur as the situation is appraised concerning whether it is

potentially challengingbeneficial or threateningharmful (2004, p.883). Stress associates itself

with traumatic experiences, abuse, threatening situations and many other experiences that a

person faces across their lifetime. It is important for an educator to recognize that the participants

may be facing stress upon entering the learning environment. Identifying how the brain processes

stress will allow a teacher to interact better with their students.

A primary component of the brain in regards to ensuring information proceeds into

memory is the amygdala. The amygdala when in a neutral or positive state allows information to

flow to the prefrontal cortex (PFC). Willis and Mitchell state When a person experiences high

stress, however, the metabolic demands on the amygdala are such that it wont allow information

clear passage to the prefrontal cortex for higher-level processing. Learning, therefore, is

impeded (2014, sec. 4.2). This quote shows how important it is to ensure the amygdala is in a

state that promotes learning and memory. Effective transfer of learning material requires that

learners have access to an enriched learning environment and use methods to promote limiting

stress.
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Another key component of learning in the brain is the prefrontal cortex (PFC). This area

of the brain is responsible for transmission to other areas of the brain and is also where long-term

memory is stored. Therefore, if the amygdala is in a negative state the information transfer to

long-term memory will be non-existent. Also, it will impede the retrieval of prior knowledge to

apply to the learned material. It will cause the new information to process to the lower brain that

is more reactionary and primitive. The PFC is also the area of the brain that is responsible for

emotional processing, thus, it is important to be in a positive emotional state to promote learning.

Identifying how these areas of the brain interact can make the difference between educators

being effective in the classroom and having difficulty connecting with their audience.

SIMILARITIES AND DIFFERENCES IN CHILDHOOD AND ADULT STRESS

Adults and younger people may be affected by stress from similar events, but there are

some distinct differences as well. Adults are usually in a state of where they are better able to

manage their stress, whereas, childrens cognition skills are still developing and may hinder the

ability to cope with stress. Though stress may appear in different forms for each demographic, it

hinders the learning process for both. Identifying what stressors may be present for these

demographics helps an instructor to be empathetic to their needs. As an instructor of any grade

level or adult learners, it is imperative to be aware of your students state of mind and to adjust

instruction accordingly.

Young people though they do not often have the stress of a daily job, financial problems,

and family responsibility do have matters that can cause anxiety and tension in their lives.

Managing school, personal relationships, and meeting expectations placed upon them are just a

few of the worries that may be present in a childs life. A child may also be subject to more
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severe stress such as physical or mental abuse. An instructor who is not aware of these types of

pressures on children may not focus their attention on creating a strong emotional climate for the

children in their class. In Willis and Mitchells book The Neuroscience of Learning: Principles

and Applications for Educators. Joanna Savarese states, When working with or teaching a

child who has been exposed to stress and trauma, you must stay calm and demonstrate patience

and empathy. These children need to feel safe and comfortable in your presence. It is also key to

recognize how these children view stress; begin to understand stressful situations from their

perspective and give them time to reflect on their experiences and feelings (2014, sec. 2.3). This

assertion demonstrates the need to identify stress in students and how it affects the learning

process.

Parents status and their relationships with their children also have a profound impact on

their children. In a study conducted by Escobar, Alarcn, Blanca, Fernndez-Baena, Rosel, and

Trianes it was found Educational levels of fathers and mothers also were associated with

childrens stressors in all schools. Specifically, higher educational levels among parents were

associated with lower levels of stressors in their children (2013, p.235). Unfortunately, as an

educator, there is little impact that can be made at a childs home. Identifying that parents

relationships have a supporting role in their childs information processing can enable an

instructor to create a more positive experience for children in the educational setting.

Many life events that children face transfer to how they react to events as an adult. The

same applies to stressful occurrences. Korgaonkar, Antees, Williams, Gatt, Bryant, Cohen, &

Grieve find There is also evidence that exposure to early life stressors may affect different brain

regions at different phases during neuro-development. For example: childhood stress has been
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associated with reduced hippocampal volume in adults (2013, p.1). Though there are transfers of

stress from childhood to adulthood adults have distinctive stressors of their own.

Adults have the stress of providing for their family, managing finances, and job

responsibilities. Stress may increase as an adult ages as Gallegos, Hoerger, Talbot, Moynihan, &

Duberstein assert Older adulthood is often accompanied by declining health, social losses, and

other psychological stressors (2013, p. 823). The older an adult gets, the more stress they may

face in their daily life. The stress that affects adults and children is indeed a major part of their

life. Therefore, it is important to consider stress when designing or instructing in the learning

environment. There are many strategies that may be implemented for diminishing stress in the

classroom.

STRATEGIES FOR REDUCING STRESS

Stress in the classroom affects the students, and it is important to employ strategies to

reduce the consequences. Stress not only touches the students but also the instructors and a

facilitator should be aware of their stress to make certain the students are not hindered also.

There are many studies and strategies that are employed regarding stress. Several of them will be

talked about here, but further research may provide additional ways of coping with the pressures

placed on students and teachers.

Coping with stress as a facilitator is the priority as a teacher we are responsible for

ensuring that material is presented effectively and will be unable to do so if we are not in the

right state of mind. A teacher can do several things to work on their anxiety in the classroom.

First, the instructor should be prepared for teaching and material should be ready to be presented.

Making certain that material and content is prepared will help alleviate the stress that an educator
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may have before instructing on the concepts. The ensuring that material is ready is an effective

strategy, but a teacher should keep in mind that preparedness may take additional time that is not

allowed during normal work hours that may also create stress.

Mindfulness is another strategy that facilitators can use to manage stress. This strategy

can also be transferred to students for them to be able to manage better their stress in the

classroom. Burke and Hawkins declare The simplest definition of mindfulness is that it is the

practice of being consciously aware of the present moment (2013, p.37). Practicing being aware

of the present moment decreases stress and makes one more involved in the classroom setting.

Mindfulness involves meditation before participating in learning and being aware of a persons

emotion state and adjusting their state of mind to make certain it is in a positive status.

Mindfulness can also be employed outside of the educational setting to help limit stressors that

people face in their daily routine.

As a student, one of the most stressful events in the classroom is being asked to respond

to a question by the teacher that the student does not know the answer. This scenario is described

as mistake fear and can have profound implications for a student and their success. Willis and

Mitchell describe However, most students greatest fear is making mistakes in front of

classmates. This fear can produce stress in students and, as discussed earlier, stress is associated

with cellular loss in the hippocampus. Additionally, fear in the classroom could lead to long-term

sensitization in that individuals would become sensitized to fear-provoking stimuli (2014, sec.

6.6). This quote shows how important it is to limit this experience for your classroom

participants.
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One way to limit mistake fear in the classroom is by making certain that students

understand that making mistakes is natural and part of the learning process. An instructor may

recount a time that they made a mistake as part of an anecdote and describe ways that they were

able to utilize strategies to overcome the embarrassment of the mistake. A teacher may also use

techniques to reduce the negative effects of an incorrect answer by providing examples and non-

examples and allowing the class to answer as a group. Another suggestion may be to break the

class into smaller groups to reduce the pressure of a particular person answering questions

presented. Learners should be instructed that mistakes made in the classroom are learning

experiences in which they can make new connections with their prior knowledge to create new

long-term associations.

Secondly, a facilitator may implement a session on learning and the brain to enhance the

classrooms knowledge of how the brain works and why answering a question incorrectly should

not be considered negatively. Understanding neuroplasticity and how it functions can be helpful

for children as well as adults. Many adults are under the understanding that as the human body

grows older, it becomes harder to retain new information. Aldrich asserts It is now clear that the

brain continues to establish new, and abandon old, pathways of neural communication (synapses)

throughout life. This is the capacity that enables us to adapt, to learn, to memorize and to

forget. As humans become older, some of the synapses are deleted while others become stronger.

Thus, the adult brain can become more specialized (2013, p. 399). This statement describes how

though the brain may lose some of its neuroplasticity there is room for growth in the brain as an

adult, and new information is obtained.

Finally, creating an enriched environment for pupils to thrive in is a great way to reduce

stress and increase participation. Always consider your target audience and the environment you
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provide them. Some audiences may benefit from more sensory stimuli where others may be

distracted from too much. Therefore, it is important that an instructor thoroughly considers the

type and amount of stimuli that is present in the environment. Incorporating visual, auditory, and

even aromas into the classroom can create a calming effect for students. Wilmes, Harrington,

Kohler-Evans, and Sumpter affirm, We can reduce stress through the use of color by

incorporating blues and greens into our classroom walls and floor coverings (2008, p. 665).

Implementing cool colors into the classroom is just one example of ways to lessen stress in the

learning environment. Incorporating calming music at appropriate times during a course may

also decrease anxiety. It is important that the stimuli do not become a distraction. Therefore, it is

not advisable to use auditory stimuli such as music during points of emphasis or lecture.

Enriched environments are preferable for students as well as teachers as they improve

participation and excitement about the information being offered.

CONCLUSION

In closing, stress is a factor in everyones lives and has a major impact on learning.

Instructors can utilize the strategies presented in this paper to limit stress and enhance learning. If

stress is not taken into account during the process of instructional design and implementation, it

can have major consequences on the learner and their ability to focus and retain information in

memory. I identified what contributed to stress and the parts of the brain that process stress to

create a better understanding of how to combat the effects. Secondly, I discussed the

demographic of learners that stress impacts and how it influences learning. Finally, I provided

strategies that instructors can utilize to control stress to amplify memory and to retain

information. Using the strategies provided or researching additional strategies that will assist a
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facilitator to reduce stress in the classroom creates a good impression on students and opens

them up to new experiences in the classroom.

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REFERENCES

Aldrich, R. (2013). Neuroscience, education and the evolution of the human brain. History Of

Education, 42(3), 396. doi:10.1080/0046760X.2012.749543

Burke, A., & Hawkins, K. (2012). Mindfulness in Education. Encounter, 25(4), 36-40.

Escobar, M., Alarcn, R., Blanca, M. J., Fernndez-Baena, F. J., Rosel, J. F., & Trianes, M. V.

(2013). Daily stressors in school-age children: A multilevel approach. School Psychology

Quarterly, 28(3), 227-238. doi:10.1037/spq0000020

Gallegos, A. M., Hoerger, M., Talbot, N. L., Moynihan, J. A., & Duberstein, P. R. (2013).

Emotional benefits of mindfulness-based stress reduction in older adults: the moderating

roles of age and depressive symptom severity. Aging & Mental Health, 17(7), 823-829

7p. doi:10.1080/13607863.2013.799118

Korgaonkar, M. S., Antees, C., Williams, L. M., Gatt, J. M., Bryant, R. A., Cohen, R., & ...

Grieve, S. M. (2013). Early exposure to traumatic stressors impairs emotional brain

circuitry. Plos One, 8(9), e75524. doi:10.1371/journal.pone.0075524

Russell, V. A., Zigmond, M. J., Dimatelis, J. J., Daniels, W. M., U., & Mabandla, M. V. (2014).

The interaction between stress and exercise, and its impact on brain function. Metabolic

Brain Disease, 29(2), 255-60. doi:http://dx.doi.org/10.1007/s11011-013-9479-y

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REFERENCES

Willis, J., & Mitchell, G. (2014). The Neuroscience of Learning: Principles and Applications for

Educators. San Diego, CA: Bridgepoint Education.

This text is a Constellation course digital materials (CDM) title.

Wilmes, B., Harrington, L., Kohler-Evans, P., & Sumpter, D. (2008). Coming to our

Senses: Incorporating Brain Research Findings into Classroom

Instruction. Education, 128(4), 659-666.