Relationships: The Foundational Academics - Kelsey

The right orbitofrontal cortex is the part of the brain that is stimulated when in connection, when we feel seen, heard, valued and felt by another person. When this brain area lights up, more neural connections are formed. This part of the brain then starts to be used for working memory, attention, inhibition and problem solving; aka cognitive skills essential for learning. This is why relationships are foundational academics. 

Before we are even born our brains are wired to pay attention to the voices coming through the womb. Newborns can detect the voices of their caregiver over another. As our vision becomes more developed babies are drawn to look at faces over other objects. When someone smiles at them, babies smile back to get more loving affection.  

We are built with the hardwire to connect.  

Our interactions and experiences with the people in our lives build an internal map of our worldview. This shapes our understanding of relationships, biases and self-image. Our brain uses these internal maps to predict our life. Brains are predictors, not reactors. If we have experiences that are filled with people responding to our cues for comfort with care and safety, we predict that this is how all interactions will go. If we have experiences where people are inconsistent, harsh or unavailable our brains predict that our calls for comfort won’t always be met or need to be met with big behaviour.  

Learners come to school with their internal maps set. So how as educators can you make a connection that is safe, caring and perhaps is different from the learner’s internal map? 

You need to offer predictability, consistency, co-regulation and curiosity. 

Predictability & Consistency 

• Daily schedule 

• Visuals 

• Discussing behavioural expectations 

• Meeting and supporting behaviour in the same way every time 

• Connecting one on one: 2x10 strategy (two minutes ten days in a row) 

Co-Regulation & Curiosity 

• Learn about sensory system needs 

• Incorporate rhythmic activities into learning 

• Ask them about themselves 

• Look back at The Ins and Outs of Regulation blog post

When meeting learners where they are at, providing co-regulation and being curious what unmet need their behaviour is communicating, we can help their brain create new neural pathways. Their right orbitofrontal cortex will then begin to develop new predictions about relationships. This takes time and us showing up dependably, to be able to do this for learners we need to do this for ourselves ( look back at the Sustainable Well-Being blog post).  

Building relationships rooted in predictability, consistency, co-regulation, and curiosity helps learners rewire their brains to form new, healthier predictions about relationships. By offering consistent support and being present with learners, educators can foster a sense of safety and belonging, allowing their learners to fully engage in the cognitive processes essential for learning. Ultimately, it’s through these meaningful connections that educators help learners unlock their potential and succeed at being their best self.