The Silent Shift: How the Pandemic Changed Our Brains and What Schools Can Do About It - Rebuilding From the Inside Out

How many times over the past two years has the thought crossed your mind—why do these kids act so differently now? Why has teaching become so overwhelming? And why does student participation in extracurricular events seem waning while stress and frustration continue to increase everywhere?

Welcome to the world of education post-COVID-19. It seems like yesterday and a million years ago at the same time that we found ourselves in uncharted waters, grappling with a global pandemic that turned our classrooms into chat rooms, our students into thumbnails on a screen, and our hallways eerily quiet. This transition was a startling reality check on our resilience and adaptability, and educators and students took each day as it came- as we started to slowly, imperceptibly change. 

I worked in a neurobiology lab in college, and from my first days as an educator, I've been fascinated by how we think, how we learn, and how we adapt. So, when we found ourselves in this new educational climate and culture, as a leader who is supposed to support everyone, I couldn't help but wonder, 'What happened to us? What happened to our students?' This summer, as I prepare for another school year, hoping to improve our community's climate and culture, I had an 'ah-ha' moment.

What I discovered might surprise you—this is not about adjusting to new pedagogy, or curriculum or dealing with the aftermath of a global crisis. It's about something more profound—our brains.

The pandemic, as devastating as it was, was also a unique experiment in neuroplasticity—our brain's ability to adapt and rewire itself based on our experiences and environment. As I thought about what's changed,. I realized that our journey towards restoring our schools to their former success and enjoyment involves more than just positive thinking—it requires us to literally rewire our brains. But how? Let's unravel this process together.

Neuroplasticity, a term coined from 'neuron' and 'plastic,' describes the ability of our brains to reorganize and adapt with each new bit of experience and information we interact with, forming new neural connections throughout life in response to our environment, behavior, thoughts, and emotions. It is a mechanism through which experience can directly shape our brain's structure and function.

However, during the COVID-19 pandemic, schools worldwide, from elementary through high school, experienced the dark side of neuroplasticity. As teachers, students, and administrators continuously grappled with unprecedented levels of fear, uncertainty, and stress, their brains, over time, adapted to this "new normal." Long periods of remote learning, isolation from peers, fear of the disease, and the omnipresent cloud of uncertainty made stress and negativity a constant feature in our mental landscape.

Over time, this negative environment and state of mind altered the neural pathways of everyone, precipitating a dramatic shift in the climate and culture within schools. Schools traditionally are places of social interaction, learning, support, and growth, but they were transformed into places of ongoing frustration, fear, and stress. The adverse effects of this shift are far-reaching, impacting academic performance, emotional well-being, and social dynamics between and among all members of our educational communities.

As we have returned to yet another “new normal” there is a true challenge in unwinding the unintentional neural programming we all received. We must rewire our brains and those of our students, again to foster positivity, resilience, and hope to heal the damage done to our schools' climate and culture if we are ever going to get back to the "good old days" that we all remember so fondly.

Harnessing Neuroplasticity for Positive Change

If we've acknowledged the effects of the pandemic on our neural programming and school environments, we need to explore strategies to reverse this. The task is monumental, but the same principle that facilitated this negative shift, neuroplasticity, can be our most significant asset in mending the damage done.

Can you recall a time when a positive change in environment or habits led to a shift in your mindset?

Did you ever change college majors or career paths? Maybe you ended a bad relationship and found a fulfilling one. Or broke a bad habit. Or moved into a new home, a new city or country, where you experienced new cultures, met new people, and made new friends, Maybe you started an exercise routine or changed your diet? All of these can have profound effects on your mindset, attitudes, behaviors and views on the world.

Our brains are incredible evolutionary results of biological engineering, equipped with the capacity to rewire and adapt to new experiences throughout our lives. The malleability of our brains simply echoes our environment, and by reshaping that environment and our mindset, we can influence it for the better.

Through thoughtful actions, we can harness neuroplasticity's power to foster a mental environment of positivity, gratitude, and kindness. Neuroplasticity is a tool; its good or bad effects depend on how we use it. By consciously shaping our thoughts and experiences, we can guide the process of neural rewiring, fostering resilience and positivity.

The practices of mindfulness, gratitude, and kindness, among others, have a direct impact on the brain by fostering new neural connections and reinforcing certain neural pathways. Here's a closer look at how these practices can rewire the brain:

Mindfulness: Mindfulness practice has been shown to physically alter the structure of the brain over time. Regular practice can increase the thickness of the prefrontal cortex, the area responsible for executive functions like decision-making, attention, and self-awareness. It can also decrease the size of the amygdala, the brain region associated with fear and stress. This structural change is accompanied by improved psychological well-being, reduced stress, and increased focus and cognitive flexibility. Mindfulness practices help you focus your attention, and the more you use your attention, the stronger and more efficient the neural networks governing attention become.

Gratitude: The practice of gratitude can stimulate the hypothalamus (a part of the brain that regulates a large number of bodily functions, including eating and sleeping) and the ventral tegmental area (part of our "reward circuitry" that produces feelings of pleasure in response to certain stimuli). When these areas are activated, they flood the brain with dopamine and other feel-good chemicals, which reinforce the act of expressing gratitude, making it more likely to become a habit. Over time, this can lead to lasting changes in the brain that increase our sensitivity to gratitude.

Kindness: Performing acts of kindness releases oxytocin, a hormone that induces feelings of warmth, euphoria, and connection to others. Oxytocin also triggers the release of a chemical called nitric oxide, which expands the blood vessels, thereby reducing blood pressure. This is known as the "cardio-protective" effect of oxytocin. Kindness also stimulates the production of serotonin, a neurotransmitter that helps to regulate mood. Over time, these positive feelings can create new neural connections that make the brain more inclined towards kindness and empathy.

These practices lead to tangible changes in brain structure and function, which can result in an overall positive shift in perception, mood, and behavior. These changes, in turn, can create a more positive and conducive learning environment in schools.

It's important to note that while these practices can promote positive changes, the effects are not immediate. Just like physical exercise, consistency, and repetition are key. The more frequently you engage in these practices, the stronger the neural pathways become.

Mindfulness Practices

Mindfulness, the art of being fully present and engaged in the current moment, can help manage stress and foster positivity among students and staff. In a study published in Frontiers in Psychology (Schonert-Reichl et al., 2015), a mindful education program significantly improved behavior among elementary school students, reducing aggression and enhancing empathy.

How can you incorporate mindfulness into your daily routine? Here are some practical strategies that can be woven into everyday life:

Start the Day Mindfully: When you wake up in the morning, instead of reaching for your phone, take a few moments to just breathe and observe your surroundings. Tune into the sensations of your body. Smile (whether you mean it or not- you still release the same positive brain chemicals) and say, "This is going to be a great day."

Mindful Commuting: Use this time to be mindful. Focus on the feeling of your hands on the wheel or your feet on the ground. Take a few moments to breathe deeply and observe your surroundings. Think about something you look forward to today at work, or someone you appreciate or enjoy seeing there.

Mindfulness Breaks: Instead of checking your social media during short breaks, spend a few minutes focusing on your surroundings and the people around you.  How are they interacting?  What do you notice or appreciate about them?

Mindful Listening: When talking with others, focus entirely on what the other person is saying, rather than formulating your response or letting your mind wander.

Mindful Exercise: Physical activities such as yoga, Tai Chi, or even regular gym workouts can be done mindfully by focusing on how your body feels and the rhythm of your breath.

Remember, mindfulness is not about completely emptying your mind but rather about paying full attention to what you are doing or experiencing at that moment without judgment. The more you practice, the more natural it will become.

Cultivating Gratitude

Fostering an attitude of gratitude can pivot our focus from stress and negativity towards positivity and appreciation. This could be facilitated by starting each day with a moment of gratitude, keeping a gratitude journal, or having a gratitude board in classrooms. In a study in the Journal of School Psychology (Froh, Sefick, & Emmons, 2008), students who participated in gratitude interventions had an increased sense of school belonging, and higher levels of life satisfaction and optimism.

I have found that my personal use of ending each day by identifying something I learned today, something/someone I appreciated today or an "ah-ha" moment works well for me.  This could also be done at the end of class with your students as an exit ticket/

Is there one person or thing you're grateful for in your school or class? You have 1,440 minutes every day at your disposal. Take one or two of them to give someone you appreciate a reminder of why you think they are special. Be specific in your praise and see how both your day and theirs improve for the better.

Promoting Acts of Kindness

Kindness, the act of being friendly, generous, and considerate, can significantly improve our school environments. Encourage students and staff to perform acts of kindness, whether it's through peer-helping programs, community service, or random acts of kindness initiatives. One study (Layous, Nelson, Oberle, Schonert-Reichl, & Lyubomirsky, 2012) found that students who performed acts of kindness reported increased well-being and acceptance by peers.

Can you think of an act of kindness you did for someone in your learning community today? How many? Could you do something every day without much effort?  Why don't you?

Positive Affirmations

Affirmations, positive statements that help overcome self-sabotaging and negative thoughts, can help students and teachers foster positive thinking. Posters with positive affirmations around the school or a daily affirmation practice in classrooms can help cultivate a positive mindset. A study in the Journal of Personality and Social Psychology (Cohen & Sherman, 2014) showed that self-affirmation exercises improved problem-solving under stress.

What's one positive statement about yourself you could say today? How could you have students do that in your class every day?

Promoting Teacher Self-Care

Ensuring teacher well-being is a critical element in fostering a positive school climate. Encourage teachers to engage in self-care activities like mindfulness, exercise, maintaining a work-life balance, or professional development. A study in the journal Mindfulness (Roeser et al., 2013) found that mindfulness and self-care in teachers were associated with improved classroom management and relationships with students.

What's one self-care activity you will commit to every week?

Collaborative Problem Solving

Equipping teachers with strategies to address challenging behavior through collaborative problem-solving can help build positive relationships. In this approach, teachers work together with students to understand and solve behavioral problems. A study in the Journal of Consulting and Clinical Psychology (Greene, Ablon, & Goring, 2003) found that collaborative problem-solving resulted in significant reductions in challenging behavior in children with behavioral disorders.

Can you think of a recent student behavioral issue where collaborative problem-solving could have been used?

A Time for Action

The challenges the COVID-19 pandemic has posed are substantial, but they've also presented us with an unprecedented opportunity. We've seen the power of our brain's adaptability, and now we have the chance to harness it for positive change. By using these research-backed strategies and practices, we can navigate our way toward more resilient and nurturing educational environments, benefiting both students and staff.

Summertime is the best time to start planning how these strategies, practices, and behaviors can be incorporated into your daily practice once you return to school. These practices should be viewed as tools that, when carefully chosen and thoughtfully implemented, can activate the transformation we seek. 

Of course, implementing strategies such as mindfulness, gratitude, and kindness on a broad scale in schools does come with its set of challenges. While the benefits are profound, it's crucial to acknowledge these hurdles for a more holistic understanding. Here are some of the challenges that schools might face:

Insufficient Understanding and Training: One of the biggest challenges is a lack of understanding or misconceptions about practices like mindfulness and gratitude. Some people might dismiss these techniques as 'new-age' or irrelevant to academic learning. Additionally, teachers and administrators might not have the necessary training to incorporate these practices into their teaching methods effectively. Professional development and training are essential to help teachers understand these strategies and how they can be used in a classroom setting.

Time Constraints: Given the numerous academic requirements and limited time in a school day, teachers might find it challenging to allocate time for these practices regularly. Schools need to prioritize and creatively incorporate these elements into their day, possibly integrating them into other activities or making them part of the school culture. Mindfulness, gratitude, and kindness practices do not need large chunks of time dedicated to them. Incorporate short mindfulness exercises at the start of the school day or during transition periods between lessons. Expressions of gratitude and kindness can be encouraged throughout the day as part of the school culture. You could also integrate these practices into the existing curriculum; for example, writing exercises could focus on gratitude or science lessons could explore the neurobiology of mindfulness.

Resistance to Change: Change is often met with resistance, and this is no different in educational settings. Students, staff, or parents might resist these non-traditional practices due to a lack of understanding or skepticism. Communicating the benefits effectively, backed up with scientific evidence, can help mitigate this resistance. Encourage open dialogue with all stakeholders, including students, parents, and staff. Share the scientific evidence supporting these practices and the potential benefits for students learning and well-being. Providing opportunities for stakeholders to experience these practices firsthand can also be helpful, through parent workshops or staff meetings. 

Maintaining Consistency: These practices need to be consistent to rewire the brain effectively. However, maintaining this consistency can be challenging, particularly when schools have many competing priorities. Make these practices a priority and ensure they happen regularly. School leaders should model these practices and encourage staff to do the same. Building a school culture that values and supports these strategies can also help ensure their consistency.

As educators, administrators, and parents, we have the power to shape the future of education. Let's ensure we're not merely returning to the old normal, but striving for something even better—a future that embraces an educational climate and culture that enables our students to thrive no matter what challenges come their way.

The challenges the COVID-19 pandemic has posed are substantial, but they've also presented us with an unprecedented opportunity. We've seen the power of our brain's adaptability, and now we have the chance to harness it for positive change.

What's one major change you want to make in your school or classroom to encourage positivity and resilience? Let me know below in the comments.