Addressing Educational Inequalities and Promoting Learning through Studies of Stress Physiology in Elementary School Students

Autor/inn/en	Obradovic, Jelena; Armstrong-Carter, Emma
Titel	Addressing Educational Inequalities and Promoting Learning through Studies of Stress Physiology in Elementary School Students
Quelle	32 (2020), S.1899-1913 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1017/S0954579420001443
Schlagwörter	Resilience (Psychology); Stress Variables; At Risk Students; Poverty; Physiology; Student Behavior; Cognitive Processes; Stress Management; Intervention; Cognitive Ability; Teacher Behavior; Classroom Environment; Environmental Influences; Metacognition; Arousal Patterns; Teacher Student Relationship; Neurology; Elementary School Students + Suchen Sie Ihr Suchwort? Armut; Physiologie; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Stressmanagement; Stressbewältigung; Denkfähigkeit; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Environmental influence; Umwelteinfluss; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Neurologie
Abstract	To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school?; (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations?; and (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01