Applied Educational Neuroscience in Elementary Classrooms: Implications for School Social Work

Background and Purpose

Educational neuroscience (EN) is a recently formed transdisciplinary convergence of neurosciences, education, and psychology that has gained international momentum in the last decade.  Its purpose is to advance the application of neurosciences in P-12 education as a way to improve the design of instructional environments and practices that support the multidimensional social, affective, and cognitive learning needs of students.  This research explored EN practices that promote the learning needs of all students, especially those who present with stressors and behavioral challenges that impede learning.  The potential integration of EN practices into school settings directly influences educators and school social workers who promote positive climates and address barriers to learning.   

Despite the fervor around the ascension of the social and affective dimensions of educational neuroscience, a shared conceptualization and theoretical framework remains elusive for the emergent discipline, thereby limiting its systematic empirical investigation and fidelity in educational practices. To address this knowledge gap, this session will present a grounded theory research study that contributes to the emerging conceptualization of EN practices and promoting a positive classroom climate.  

Methods:

A purposive sampling strategy was used to identify teachers who were using classroom practices based upon EN principles.  The data collection sites were three different fourth and fifth grade classrooms in a US Midwest city.  Data included in-depth, semi-structured interviews with two administrators, three teachers, and 48 students as well as four classroom observations.  The interviews occurred in the classroom setting and were transcribed verbatim.  Constructivist grounded theory methods were used applying initial, focused, axial, and theoretical coding techniques.  The research questions were as follows: (1) How do teachers, school administrators, and students describe educational neuroscience? (2) What practices do teachers use in the classroom to apply educational neuroscience principles? (3) How do students respond to their practices? (4) What classroom interactions are associated with these practices? 

Findings:

From the data analysis, a conceptual model emerged that revealed how EN practices unfold in the classroom to contribute to the co-creation of a positive classroom climate.  The data indicated that a humanistic organizational structure facilitated the EN practice implementation, and the teacher’s regulatory state was central to the application process.  The data revealed five themes that characterized EN practices, including:  teaching neuroanatomy, reflection on emotions, self- and co-regulation, adaptive classroom boundaries, and a holistic student perspective.  Interactions resulting from these practices aligned with four climate variables: teaching and learning, structure of the learning environment, safety, and relationships.  The culture of the classroom along with teacher attributes and strategies facilitated students’ resiliency, as observed by reduced office referrals, academic growth, empowered decision-making, greater empathy, and enhanced social bonding. 

Conclusions and Implications: 

Findings from this translational research study support a conceptual model to guide the application of EN practices in elementary classrooms and also align with existing research that suggests positive climates promote healthy development, social-emotional learning, and academic success.  The results will inform educators and school social workers who seek to create positive school climates using transdisciplinary EN practices.