Adolescent brains, stress and wellbeing

with Nicola Morgan

Up-to-date science, classroom materials, books and more: www.nicolamorgan.com

Today

1. Behind the challenges: what is adolescence like and why? Internal and external changes.

2. Some strategies to maximise wellbeing and mental health.

More information:

• My books– About the teenage brain – About teenage stress– Exam preparation

• Classroom resources: – “Brain Sticks”

• Your handouts – (see blog)• www.nicolamorgan.com• Brain Sane newsletter about wellbeing, brains, adolescence,

teenage stress, science of reading, digital matters

Core conditions for care

A. AcceptanceB. UnderstandingC. Genuineness

What makes adolescence special?

Warning: generalisations ahoy! Yes, they are all individuals…

A. State of Brain – internal pressuresB. Stage of Life – external pressures

The whole point: separation and independence

Brain differences

1. Major changes in neural connections 11+ (Boys usually later than girls)

2. Prefrontal cortex develops last (mid-20s)

Amygdala

PFC

Prefrontal cortex vs limbic system

Prefrontal cortex:• Control: reason, logic, prediction, analysis,

impulse control, moral values, decisions

Limbic system (inc amygdala): • Emotions + instinct:Reactive, impulsive, motivating

Amygdala

PFC

Consequences Strong amygdala vs weak prefrontal cortex– Affects emotions: • volatility and control

– Impulse control – Empathy– Peer pressure– And risk-taking

More challenges from brain changes

• Diminishing of a previous skill

• Sleep changes– The double whammy

External stresses

You know what stress is

• Life-saving biological response to threat– Designed to maximise performance– Adrenalin + cortisol

• So, what’s the problem?– Panic levels– Cortisol build up – Brain bandwidth and “preoccupation”

“Preoccupation”

• If part of our attention is on something else, we cannot perform 100% on the task in hand– The “bandwidth” analogy– Intrusive thoughts; worries; self-consciousness– “scarcity” – of money, time, food

• Preoccupation diminishes performance/IQ:1. Cognitive capacity (aspects of learning)2. Executive control (aspects of behaviour)

Both The Organised Mind and Scarcity cover this

Teenage stress

• May be greater?• Change: (brains, bodies, chemistry,) friends,

fears, expectations, pressures• A regular schoolday• “New” stresses:

1. Over-examined and over here

• Exams: higher pressure, frequency + stakes• Constant pressure

cortisol build-up

2. It’s all about the Internet

• Knowledge – for better and…– Info overload; exhaustion– Repetition of bad news emotional downer

• Social networking – very important, but…– More connections than Dunbar’s Number– Competition; unrealistic goal of perfection– Self-inflicted lack of privacy– Cyber-bullying – no eye contact, low empathy– Distraction – multi-tasking is a myth!

Extra stress for introverts

• Introversion is not about shyness• Spend huge energy in all social situations• May do least good work in collaboration• Extra need for quiet time, switch-off time• If needs aren’t met more stress• Most school situations highly stressful• Society values extroverts introverts may

undervalue selves

?

So:

1. What struck you most powerfully?2. What might pupils benefit from knowing?3. How might you share knowledge with

colleagues and pupils? And parents?

Break!

Solutions and strategies

1. PERMA – E for Engagement2. (Build resilience)3. Educate re stress4. Introversion management5. Improve sleep6. Manage screentime7. (Reading for Pleasure)

PERMA model of wellbeing

P = positive feelingsE = engagementR = relationshipsM = meaningA = accomplishment

See Teaching Happiness and Wellbeing in Schools by Ian Morris and Flourish by Martin Seligman

Educate about stress

• What stress IS – good and bad– RELAXATION IS NOT A LUXURY

• Two ways: lower or raise heart rate• Offer strategies:

A. Breathing skills – for panic or general relaxationB. Down-time – activities to reduce cortisol

~ Varied ~ Deliberate

C. Perspective: you are not alone ~ things pass

Value introverts

• Susan Cain’s new book (June): Quiet Strength• Empower pupils with self-awareness– Talk about strengths: thinkers, loyal, empathic,

trustworthy, sensitive, creative

• Help grow necessary skills• Provide place and time for quiet• Remember they may undervalue selves

Improve sleep

1-2 hours before bed – “sleep hygiene”

1. Winding down – lowering heart rate2. Stimulating melatonin by tricking brain into

thinking it’s bedtime:– Removing daylight – including screens– Winding down activities– Creating routine

Manage screentime

• Fact: we cannot focus as well on two things• “You will get your work done faster and better

if you switch off distraction” • Tools: Pomodoro technique– Experience of benefit– Feeling of control

• But you may need to set strong boundaries first

Reading for pleasure

• Readaxation – see my website• Aim is “engagement” or “flow”– Reduces cortisol; stops rumination; improves

performance

What could you put into practice?Share your ideas

A. Stress educationB. Introversion managementC. SleepD. Screentime

Adolescent brains, stress and wellbeing

with Nicola Morgan

Up-to-date science, classroom materials, books and more: www.nicolamorgan.com