1. Stress
affecting learners

2. Defining Stress Good Stress (Eustress) – Short bursts, Not Chronic
Bad Stress (Distress) – Feel threatened, Prolonged Stress

3. Causes of Distress (Perceived threats)
Do not see a solution to a problem
Lack of resources to solving a problem
Little or no control of circumstances
Risks of circumstances are too great
Repeated situations of prolonged stress

4. What happens in the brain?
The hormones cortisol and adrenaline are released which produces a temporary burst of energy.
These can, in the right environment, heighten our perception…..HOWEVER……

5. Effects Loses ability to correctly interpret clues from environment
Reverts to familiar, tried-true behaviors
Loses ability to index, store, and access information
Becomes more automatic and limited in responses
Loses some ability to perceive relationship patterns
Becomes less able to use high order thinking
Loses some long-term memory loss
Tends to overreact to stimuli in a phobic-like way

6. Physical Dangers
Chronic high levels of cortisol (hormone) cause physical changes in the brain
Weakens the brain’s local memory/indexing system
Narrows perceptual mapping
Weakens the body’s immune system
Kills brain cells in the hippocampus (memory formation)

7. Distressed Learners Always on alert In a defensive state of mind
In survival mode

8. What can we do?
Encourage positive interactions with other students/teachers/mentors
Give and rotate leadership roles
Provide predictable/reliable events
Provide a safe place were discussions about fears, worries and other causes of stress are encouraged
Provide numerous opportunities for expression

9. In an environment where learners feel capable of overcoming a challenge (with support), stress can actually work in their favor.