Decrease Stress, Increase Learning

In this context, "downshifting" is an apt analogy for the mental shift into a reduced-function state, where higher cognitive abilities like memory, attention, and problem-solving are compromised, making learning less effective. (For a deeper dive with thought leader Mike Rutherford, check out this video.)

Educators commonly recognize that stress impacts a child's ability to learn, but it bears repeating. Children under stress are less able to absorb what is being said to them, shown to them, or asked of them, and are likely to misunderstand or distort what they do receive. By contrast, when a student feels safe, welcome, supported, and included in the classroom, they can spend more of their mental energy on learning rather than feeling stressed. In short, their brain is available to accept learning. This is one reason why building positive relationships between teachers and students is so important.

I learned about downshifting many years ago and I was reminded of it again at the Empowered Learner Conference, Shaping Success Through Mindset, in the presence of so many educators dedicated to learning how mindset can impact and improve learning.

At the conference, I was delighted to be joined by three teachers from my alma mater, as well as my “second mom” and former neighbor from growing up who now serves as an assistant superintendent. I was reminded of the positive relationships I developed with them in my formative years and the warm, welcoming environments they cultivated in my youth. And I was so thankful.

Building positive relationships in the classroom is not just a feel-good strategy—it’s essential to learning. When students know they are seen and supported, they can move beyond stress and engage fully in the learning process.

Guest Blogger Molly Bernosky, Ed.S., M.Ed., is Lead Psychologist at Springer Diagnostic Center.