Children learn more effectively when they feel secure and have positive feelings about the people and content they encounter¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Positive developmental relationships are key to learning; anxiety, fear, or trauma impede it. → Summer Learning and Beyond: Opportunities for Creating Equity 2021

Evidence¶

Summer Learning and Beyond: Opportunities for Creating Equity 2021¶

Summer Learning and Beyond: Opportunities for Creating Equity. (2021). Spencer Foundation & Learning Policy Institute. https://learningpolicyinstitute.org/product/summer-learning-creating-equity

q2 · i? · review · r1

Design Principle 1 section, a narrative research synthesis, states that "children learn more effectively when they feel secure" and that high anxiety, fear, or trauma impedes learning. No individual studies or effect sizes are printed.

"Children learn more effectively when they feel secure and when they have positive feelings about the people they are with and the content they are encountering. The brain shuts down, impeding learning, when there is a high level of anxiety, fear, or trauma."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Positive learning communities and collaborative social interaction drive learning — related
• Anxiety and toxic stress from stereotypes, bullying, and exclusionary practices impede learning by preoccupying the brain with worry and fear — related
• In attachment theory, the child's exploration is the direct outcome of security from an effective attachment relationship — a narrower finding that bears on this claim
• Attachment (communion) contains the fear and anxiety associated with individual action (agency) — a narrower finding that bears on this claim
• Regulate-relate-reason sequence: students reason once regulated and feeling supported — related
• Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components — related
• Adverse childhood experiences create toxic stress that impairs attention, learning, and behavior, and school responses can magnify or buffer the harm — a narrower finding that bears on this claim
• Anxiety in foreign language classroom learning experiences is linked with oral performance among Japanese EFL learners — related