The human brain is not designed for reading. To learn to read, we must build on and connect neural systems for spoken language, visual, and meaning processing.

The human brain is not designed for reading. To learn to read, we must build on and connect neural systems for spoken language and visual processing.

Despite common belief, there are no “left-brain” or “right-
brain” learners.

Environmental cues such as childhood parenting conditions and experiences and adolescent experiences and lifestyle may affect the way some gens are expressed though specific epigenetic signatures that in turs may influence cognitive function necessary for learning and building a stable personality. Having dependable, caring, supportive adult in a child’s life, as for example a teacher, can help to counteract the effects of negative experiences and parenting styles.

A biological phase delay in the sleep-wake cycle puts adolescent students in conflict with early school start times. Shifting school start times later may help to mitigate the effects.

Stressful situations such as examinations may affect the learning process and memory in different ways. When students are required to analyse novel information relevant to the examination and apply knowledge to a novel situation, such evaluations may contribute to reinforcing skills and consolidating memory.

Strengthening individual and community resilience has been prioritized by the World Health Organization to promote a global and sustainable approach to both individual and community health and well-being. Schools have the capacity to promote the resilience of children and adolescents through different strategies, enhancing cognitive abilities that contribute to overcoming adversity.

Meditation interventions positively influence attentional control, emotion regulation, awareness and self-awareness in children, adolescents and adults. School interventions are being increasingly used to facilitate academic engagement and school success.