I recently attended the Learning and the Brain — “Teaching Struggling Brains” Conference in Boston, Massachusetts, with several of my staff. Led by some of the most respected researchers currently practicing in the United States, these three days were packed with big learnings and takeaways to support our work with students. The ability of these researchers to speak to educators in a manner that was understandable and applicable to our educational world was one of the most impressive aspects of this research-based conference.

Jessica Minahan, board-certified behavior analyst and educator, shared key insights for the classroom. She shared about the common practice of calming corners and recovery areas that many teachers are utilizing in their classrooms. One of the keys to successful implementation is to remember most students need a break because of the thoughts in their heads. We must make sure the breaks we provide are not opportunities for students to ruminate on their own negative thoughts. Suggestions include providing an activity to help students get out of their negative thoughts by utilizing a “Where’s Waldo?” book, a knock-knock joke book, Sudoku, or a color identification activity. It is critical that if students are stuck on a “negative” idea, we help them change it rather than have a quiet place to continue the negative talk. Minahan also shared about the promising work of biofeedback that will contribute to self-regulation. This includes a watch MIT is developing to work as a “mood ring” to let you and those around you know how regulated you are feeling. 

Another key takeaway was the importance of 15-20 minutes of daily no-electronic quiet time, along with daily reflections of gratitude, to help work through anxiety. Participation in sports, exercising, and adequate sleep protects us from depression. All of these will help us work our way out of the mental health crisis our teens are currently facing (the presenters were unified in their claim that the pandemic was not the original cause of this crisis as it started years before Covid). 

Dennis Shirley and Andy Hargreaves from Boston College challenged educators to continue to help our students turn the light bulbs of learning on. Their premise is, if we can positively engage students, we will increase their well-being AND increase their learning. We must help our students and peers understand that often the obstacles we face in life are the way we eventually find success. Obstacles are not always bad or should be seen as negative. They can surprise us with new learnings about ourselves and even lead us to destinations of success. 

If you ever have the opportunity to attend a Learning and the Brain Conference, I would greatly encourage you to invest your time and resources, and say yes. The tools you gain will improve your professional and personal skillset immediately.