Basic Principles of Neurobiology in Building a Trauma-Informed Campus
In a period when we are all stretched to the limit, we witness changes in behavior, perception and sensitivity to our surroundings – in ourselves or in those around us. In states of stress and anxiety we are programmed to react to whatever is perceived as a threat, even if it isn’t really one, and afterwards we struggle to return to balance. In this period especially, our ability to regulate and control our reactions is vital.
Why does this happen? What happens in our brain when the storm is triggered? How can understanding neurobiological processes restore control and regulation? How can we help students in a state of ongoing trauma, and create a more accommodating learning environment?
This knowledge unit is divided into three parts:
The first part reviews several parts of our brain – those that activate us in states of stress, and those that can help us calm down.
The second part describes what happens in our brain in moments of anxiety, and how our brain can help us reduce it.
The last part discusses learning in a state of fear and anxiety, and how learning processes can be supported in these states through trauma awareness.
A short lesson on important parts of the brain
The amygdala and mirror neurons – the ancient animal within us
At the center of the brain lies the amygdala. The amygdala is the switch that triggers the release of cortisol or adrenaline into the body’s systems, putting the body into “fight or flight” mode, which neutralizes our thinking mechanisms. The amygdala demands that we protect ourselves and others immediately, and it acts fast, pushing our awareness aside.
Mirror neurons allow us, without thinking, to imitate the emotions and reactions of the people around us – so anxiety that begins in one person’s amygdala can be “contagious”, seeping into other people nearby, who unknowingly imitate their reactions.
The prefrontal cortex – the navigator that helps us step back in and take command
Over the course of the human brain’s evolution, the front part of the brain grew significantly, and with it the ability to take a “step back” and gain perspective on threats. The prefrontal cortex is responsible for our emotional intelligence, which we need in order to understand ourselves and others.
The cortex is an essential tool in regulating and processing emotional information. It is involved in monitoring our hidden bodily sensations (such as our pulse) and is linked to self-awareness. It also allows us to make decisions based on our past experience and an assessment of possible outcomes.
What happens in states of anxiety, and how do we regain control?
What happens when the amygdala takes command?
When we are under stress or in an anxiety-provoking situation, the amygdala often takes command in what the professional literature calls an “amygdala hijack”. From that moment, our survival mechanisms are in control. Thinking and regulation processes are neutralized. In addition, mirror neurons may also come into play. One person’s anxiety can seep into others. If, for example, a significant member of a group – such as a manager or a lecturer – is in a state where their amygdala has taken command, and they radiate stress and anxiety to those around them, the mirror neurons of the people around them may cause the stress to spill over to them too, so anxiety reactions do not stay with individuals, but spread through the environment.
How can we take back command?
Alongside the primitive mechanism geared toward survival reactions, a calming mechanism for the survival response developed in the prefrontal cortex. This mechanism is based on a reassessment of the threat identified by the amygdala. Frontal parts of the brain, together with gut feelings, promote complex rational and emotional processes even when the amygdala tries to seize the reins.
How can we avoid losing control of our emotions?
Through the prefrontal cortex we can sharpen our emotional intelligence and get to know our emotions better – for example, by naming the emotions we pick up from our surroundings.
It is important to recognize that emotions and sensations provide us with important information. The ability to take a step back, look from above, draw on past experience, and understand what options lie before us – these are important tools that will help us return to rational thinking and avoid losing control.
And why does all this information matter right now?
Returning to studies in a state of collective and ongoing trauma raises thoughts and concerns about the possible impact on learning processes. In recent decades, a model of the trauma-informed campus has developed in the US and Europe – a campus whose systems work to enable students who have experienced, or are experiencing, traumatic events to integrate and succeed in their studies. As part of a trauma-informed campus, it is important to understand the connection between events and experiences, neurobiological mechanisms, and learning processes. These can help lecturers and students cope better with reality.
Trauma-informed teaching
The brain is affected by dozens of environmental and internal factors that influence the ability to concentrate and find motivation in studies. Trauma changes the brain and affects the ability to learn. The experience of learning in a state of constant anxiety is deeply frustrating, because our brain is not free to learn. In states of fear our curiosity is paralyzed. In these states we avoid exploring and getting to know new things.
Research in the field of trauma-informed teaching suggests that lecturers should understand how learning processes are affected by their students’ mental state, and take several steps to preserve the class as a safe environment. As a first step, lecturers should recognize that emotional safety is a necessary condition for learning. Lecturers should recognize that students with a history of trauma are especially vulnerable to authority figures and to the reenactment of past traumas – whether through an assignment that may be triggering for them, or through the content of the lesson. Lecturers should know that trauma-informed teaching includes familiarity with the relevant professionals on campus and sensitively referring students to them when needed.
Watching a triggering video in class, or an aggressive tone from the lecturer – even the thought of answering a question the lecturer asked – can all activate the amygdala and send the student back into a state of primal defensiveness, with no ability to absorb and process information. A student in a state of anxiety, whose mind is occupied with past trauma, is more on edge. They are more aware of non-verbal cues such as tone of voice, body posture and facial expressions. They may also misinterpret these signals due to hypervigilance. As a result, their ability to concentrate on what the lecturer is saying is significantly reduced compared to a relaxed state.
Retrieving information in a state of anxiety is also complicated. We are familiar with situations such as test anxiety, in which we struggle to solve problems – even ones we would easily solve when calm. In states of high arousal, the rational thinking systems, as well as the creative ones essential for problem-solving, are not easily accessible; so even if the information was properly “stored” by the student, it may not be accessible in a state of anxiety.
To encourage learning, the study environment must be made safe – among other things, by making it structured and predictable. A lecturer can make their class a safe environment by repeating reassuring messages (such as where the protected space is, or when the break is expected) and by fully clarifying the course’s assignments and requirements. Thinking through lesson content and how messages are delivered are important steps toward a sense of safety in the classroom. Teaching that encourages heated debates or confrontations may cause a reenactment of trauma and is less advisable.
Dr. Avital Kaye-Tzadok and Dr. Shira Pagorek-Eshel of the Department of Social Work at the Ruppin Academic Center summarized the seven principles of a trauma-informed campus, for creating a nurturing learning environment for students in a traumatic reality:
- Safety: creating an environment that respects and accepts all participants in the space and helps them feel safe – even, and especially, when they make mistakes.
- Trust and transparency: course expectations are clear and consistent, with well-adjusted boundaries (clear course expectations, behavioral norms and clear procedures).
- Support and connection: building relationships, connecting students to support resources, fostering a sense of belonging.
- Mutuality and collaboration: creating an alliance, opportunities to share power and decision-making.
- Voice and choice: creating opportunities to be heard, to choose, to build a sense of capability.
- Social justice: awareness of power relations and privilege, respect for the diversity of experiences and identities.
- Resilience and growth: identifying strengths and resilience and giving feedback that encourages growth.
Sources
Bruno, H. E., (2011), The Neurobiology of Emotional Intelligence-Using Our Brain to Stay Cool under Pressure, hollyelissabruno.com.
Carello, J., Butler, L. (2014), Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching, Journal of Trauma & Dissociation, 15, 2.
Perry, B. D. (2006). Fear and learning: Trauma-related factors in the adult education process. New Directions for Adult and Continuing Education, 110, 21.
Ergaz, O. (2019). (2019). The social-emotional brain in the classroom and its implications for mindfulness in education. Giluy Daat: A Multidisciplinary Journal of Education, Society and Culture, 15, 13-40