Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn. Mind, Brain, and Education, 1(1), 3–10.
Physiological threat states suppress prefrontal cortical access required for higher-order learning. Psychological safety is a neurobiological prerequisite for academic function.
Classroom Design [Verbatim]
DOI →
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils' learning. Building and Environment, 89, 118–133.
HEAD Project. Seven design parameters explain 16% of learning progress variation. n=3,766 pupils, 153 classrooms. Light, Temperature, Air Quality, Ownership, Flexibility, Complexity, Colour.
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2019). Malleability, plasticity, and individuality. Applied Developmental Science, 23(4), 307–337.
Educational environment decisions during critical developmental periods literally shape neural architecture. Brain development is experience-dependent.
Felitti, V. J., et al. (1998). Relationship of childhood abuse and household dysfunction to many causes of death in adults. American Journal of Preventive Medicine, 14(4), 245–258.
Dose-response relationship between adverse childhood experiences and adult health outcomes. Foundation for trauma-aware educational governance.