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Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students

Published online by Cambridge University Press:  11 January 2021

Jelena Obradović  and
Emma Armstrong-Carter
Jelena Obradović*
Affiliation:
Graduate School of Education, Stanford University, Stanford, CA, USA
Emma Armstrong-Carter
Affiliation:
Graduate School of Education, Stanford University, Stanford, CA, USA
*
Author for Correspondence: Dr. Jelena Obradović, Stanford University, 485 Lasuen Mall, Stanford, CA94305; E-mail: [email protected].
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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? (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.

Keywords

classroom contextelementary school studentsinequalitylearningstress physiology
Type
Special Section 2: Early Adversity and Development: Contributions from the Field
Information
Development and Psychopathology , Volume 32 , Special Issue 5: Early Adversity, Stress, and Neurobehavioral Development: Honoring Megan R. Gunnar's Contributions to Developmental Science , December 2020 , pp. 1899 - 1913
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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