Growing Healthy Children in Times of Stress

Kate Woodland, BEd, BC Certified Teacher Turning the Page Reading Instruction readnow180@gmail. com

When we tend the delicate plants and flowers in our gardens, the tender shoots just waiting to burst forth to delight our world view, we can marvel at a plant’s adaptability. Yet during times of extreme heat, drought, or even flooding, it is most often the health of the plants themselves that make the difference in their strength and resilience. Their strong root system (family), the health of the soil biome (nutrition and sleep), and the interplay between species in their environment (community), all increase the plant’s chance of not only surviving, but of also thriving. The same principles apply to a child’s health, ability to learn, and well being.

Today, more and more children are being labelled learning disabled, anxious, depressed, ADD, or ADHD. There are a multitude of reasons that children have difficulty staying focused, including various retained infant reflexes and ever increasing amounts of stress to their sensory systems from sources such as wifi, extended screen time and environmental toxins. Trauma adds yet another layer to their already overtaxed sympathetic nervous systems (SNS), and the symptoms of trauma can mimic those of ADHD. Symptoms such as trouble concentrating, difficulty learning, being easily distracted, disorganized, and not sleeping well are shared by children with ADHD or childhood traumatic stress. As mentioned by Nicole Brown in ADDitude, “Trauma and adversity can alter the brain’s architecture, especially in children, which may partly explain their link to the development of ADHD... When confronted with an acute adverse stressor, the body releases adrenaline, triggering the fight or flight response. When the stress response is activated in children in the context of supportive adult relationships, these physiological effects are buffered. However, when these buffering relationships are unavailable, and when the stress response is long lasting, toxic stress may be the outcome.” Children who have difficulty learning demonstrate how important inner calmness is to this process. When our sympathetic nervous system (SNS) is activated in a fight or flight response, the pupils dilate and focus on the distance, enabling us to see any potential danger approaching. This makes it difficult to focus on printed material. As epinephrine courses through the body, it brings on a number of physiological changes. The heart beats faster than normal, rushing blood to the muscles, heart, and other vital organs. Pulse rate and blood pressure go up. But, as described by Harvard Health, “persistent epinephrine surges can damage blood vessels and arteries, increasing blood pressure and raising risk of heart attacks or strokes. Elevated cortisol levels create physiological changes that help to replenish the body’s energy stores that are depleted during the stress response. But they inadvertently contribute to the buildup of fat tissue and to weight gain.” Would it be reasonable to expect a child in this state of mind to be able to learn or retain what is taught?

On the other hand, the parasympathetic nervous system is active when a person is relaxed. This would allow for the possibility of reading a book. The eyes can focus and track properly. Calm breathing allows for expression and fluency. The first task of the teacher (or parent) therefore, is to observe, and if necessary, diffuse any tension. Are the child’s hands cold and clammy, warm or dry? Are the pupils of their eyes dilated due to stress? Do they need time to crawl under a heavy blanket, roll around, or have a big hug to allow for proprioceptive input to calm their nervous system first? And while we all need ‘down time’, time to digest all that we have received in our day, this is especially true for a child.

So let us consider the long term effects of constant fear, division, and separation from family and community. Let us support a child’s tender ‘roots and shoots’ and build a healthy community now, to mitigate toxic stress later. And please, take time to educate before you vaccinate.

Offering INDIVIDUALIZED ASSESSMENTS AND LESSONS since 2014, including work in developmental and therapeutic areas for children who are STRUGGLING TO LEARN TO READ.

KATE WOODLAND, BEd BC Certifi ed Teacher

readnow180@gmail.com

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