| Title: |
ACEs Are Wild: How Educators Can Positively Influence the 'Hand' Students Are Dealt |
| Language: |
English |
| Authors: |
Amanda M. Butler (ORCID 0000-0002-7485-6579) |
| Source: |
International Society for Technology, Education, and Science. 2023. |
| Availability: |
International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2023 |
| Document Type: |
Speeches/Meeting Papers; Reports - Descriptive |
| Descriptors: |
Youth; Early Experience; Trauma; Biochemistry; Classroom Environment; Physical Activities; Teacher Student Relationship; Teacher Role; Literacy Education; Neurosciences; Stress Variables; Physiology |
| Abstract: |
Failing test scores in reading proficiency have been a blemish on our nation's report card for decades as scores have remained static despite the readily-available information on language and literacy attainment, and the employment of research-based strategies in classrooms. While we continue our quest to efficiently bolster reading skills, a less obvious solution may have little to do with literacy and everything to do with neuroscience. Over 60% of youths have suffered from one or more adverse childhood experiences (ACEs), and children who experience adversity are more likely to struggle in school. Cortisol, a hormone released under stress, limits brain function and negatively impacts one's working memory, decision-making skills, and attention, all of which are required for reading proficiency. Researchers have proven that oxytocin, the "love hormone", reverses the effects of cortisol and is easily triggered in classroom settings via physical contact. By reversing the effects of cortisol, students will have the "mental real estate" to learn and retain the skills and knowledge necessary to become proficient readers. [For the full proceedings, see ED656038.] |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
ED656078 |
| Database: |
ERIC |