Neuroscience of Adolescent Stress and Trauma-informed Teaching
~60 min · 15 stations
Neuroscience of Adolescent Stress and Trauma-informed Teaching is a self-paced learning path in Medicine & Health Sciences, free to read, written at General Public / 9th Grade reading level. Across 15 structured stations, you will work through the core ideas step by step, each with a short quiz to check your understanding. By the end you will be able to learner will be able to describe the major structural changes occurring in the adolescent brain; learner will be able to explain the physiological activation of the hypothalamic-pituitary-adrenal axis; learner will be able to distinguish between positive, tolerable, and toxic stress in adolescents.
Conductor
All aboard for a deep dive into the adolescent mind; we’re moving past old myths to understand the vital renovation happening under the hood. Mind the gap as we bridge biology with compassionate care.
What you will learn
Complete each station to unlock the next.
FOUNDATION
Establishes the core vocabulary and essential context you need before going further.
• Learner will be able to describe the major structural changes occurring in the adolescent brain.
▶• Learner will be able to explain the physiological activation of the hypothalamic-pituitary-adrenal axis.
▶• Learner will be able to distinguish between positive, tolerable, and toxic stress in adolescents.
▶CORE CONCEPTS
Unpacks the ideas and principles that the subject is built on.
• Learner will be able to identify how chronic stress alters amygdala reactivity and emotional control.
▶• Learner will be able to explain how stress disrupts executive function and decision-making capabilities.
▶• Learner will be able to describe the relationship between elevated cortisol and hippocampal volume.
▶MECHANICS
Examines how things actually work — the processes, rules, and systems in action.
• Learner will be able to define the core principles of trauma-informed educational environments.
▶• Learner will be able to demonstrate strategies for helping students regulate their nervous systems.
▶• Learner will be able to design classroom routines that reduce anxiety in trauma-affected students.
▶APPLICATION
Puts knowledge to use through real-world scenarios and practical problems.
SYNTHESIS
Connects everything together and explores broader implications and open questions.
• Learner will be able to facilitate secure teacher-student relationships to buffer the effects of stress.
▶• Learner will be able to identify signs of secondary traumatic stress and implement self-care strategies.
▶• Learner will be able to synthesize all concepts to create a holistic trauma-informed classroom plan.
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