Mind, Brain, and Education: Using Neuroscience to Teach Students Living in Poverty

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Author(s): Marie L'Esperance Hartley (Greene County Schools, USA)
Copyright: 2020
Pages: 20
Source title: Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty
Source Author(s)/Editor(s): H. Carol Greene (East Carolina University, USA), Bryan S. Zugelder (James Madison University, USA)and Jane C. Manner (East Carolina University, USA)
DOI: 10.4018/978-1-7998-2787-0.ch012

Keywords: Government & Law / Medical Information Science Reference / Public & Sector Management / Public Health and Welfare

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Abstract

The purpose of this chapter is to provide readers with an overview of current research in the field of mind, brain, and education (MBE) and an explanation of how findings can be applied to teaching children who live in poverty and experience the effects of dealing with toxic stress on a daily basis. The chapter begins with a summary of research on the typical cognitive development of a child and an explanation of how poverty can negatively impact this development. The goal of MBE is to combine research from neuroscience, psychology, and education to provide insight into how learning occurs in the brain and what factors can impede the learning process. The chapter discusses how this information can be used to inform classroom practices to support children living in poverty.

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Mind, Brain, and Education: Using Neuroscience to Teach Students Living in Poverty

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