1. Stress And Learning
EDUU 606
DR. HIGH
OSAID BANINASOR

2. Stress And the Brain
 Inconsistent sensitivity of the memory to interference
Under high stress conditions which is the sole player in
affecting the memory.
 Stress alterations in the limbic system underlie the
differences in the quality of the memory formed.
 Emotional stimulating events activate the limbic system
and hippocampus is involved in spatial memory
formation and the neuroendocrine regulation of stress
hormones.

3. Stress And the Brain
 Behaviors and changes in hippocampal are mediated by the
amygdale.
 The amygdale modulates memory formation processes in
other brain regions under emotionally charged conditions
are not required for memory formation but it can influence
the effectiveness of its consolidations.
 the amygdala plays a crucial role in spatial memory
formation under stress. The stress-dependent differentiation
in limbic system activation patterns motivates differences in
the quality of the spatial memory formed.

4. Stress And Neuroscience
 The neuroscience combines many sciences, such as
biology, statistics, psychology, chemistry, physics, and
mathematics. This combined science has expanded
psychologies prospective on chronic stress and
maltreatment.
 Neuroscience can create the right model which provides
effective, comprehensive, holistic and objective approach
towards enhancing academic and social functionality in
children.

5. Stress And Sleep Deprivation
 Stress is a side effect of sleep disorder.
 There is an evidence for changes in neurotransmitter
receptor related to sleep disorder or deprivation.
 Sleep deprivation affects neurotransmitter receptor
function.
 Effected areas of the brain and in the hippocampus, do
implicate learning and memory.

6. Impacts & Application
 As educators we should elevate stress on students as it could
charge them emotionally which ultimately will affect the
effectiveness of memory formation.
 We must follow neuroscience and the ECHO model because it
addresses all children needs by creating a meaningful sessions
and the right activities at the right time in the right place.
 If we see a students who are showing signs of SD we must
address that issue immediately. Encourage students to seek
consultation or aid if they develop SD will lead to better
learning experience. A well rested student means a better
learner.

7. Conclusion
 Stress factor is a major contributor in any given
environment especially education field and
educators must promote a stress free
environment for their students to achieve higher.

8. Questions
 Any Questions or Comments ?

9. References
 Kogan, I., & Richter-Levin, G. (2008). Activation pattern
of the limbic system following spatial learning under
stress. European Journal of Neuroscience, 27(3), 715-
722. doi:10.1111/j.1460-9568.2008.06034.x
 Fraser, M., & Robinson, B. (2009). Bridging Child and
Youth Work with Brain Research: Enhancing Social and
Academic Learning Opportunities for Developmentally-
at-Risk Children. Relational Child & Youth Care
Practice, 22(1), 64-72. Retrieved from EBSCOhost.
 Longordo, F., Kopp, C., & Lüthi, A. (2009).
Consequences of sleep deprivation on neurotransmitter
receptor expression and function. European Journal of
Neuroscience, 29(9), 1810-1819. doi:10.1111/j.1460-
9568.2009.06719.x