Recently I read the book, “Emotions, Learning and the Brain:  Exploring the Educational Implications of Affective Neuroscience,” by Mary Helen Immordino-Yang, and was struck by the finding that our brains have a toggle switch that is either “on” to the external environment, or it is “off” to it and focused instead on our internal self-both our mind and our body.  We know that in social environments, especially those that are not particularly soothing, relational, emotionally and physically safe, and calming, (such as school for many kids, and home for some), and for children who have experienced high and chronic stress, including those who have been abused or neglected, or who otherwise have experienced ACEs (Adverse Childhood Experiences), this switch can be stuck in the external mode all the time.  What happens when kids don’t get access to environments and experiences that allow their brains to switch to the internal focus?  The creative, character-building, self-concept development parts of the self and the related neuronal pathways in the brain do not develop.  The resources that allow us to build our self-regulation skills and our social-emotional skills do not develop.  This is happening to children who are spending too much time watching tv or on social media or playing video games.

Afterschool is an excellent opportunity to help children develop critical aspects of themselves and critical skills that underpin capacities like academic achievement, moral development, and a strong sense of self and positive self-esteem, as well as the ability to engage in meaningful relationships and to set and work towards goals that reflect deep personal values.  Instead, many of our afterschool programs look and feel to children like more external-focus experiences.  And we wonder why its so hard to get them to focus and do homework and play academic games in afterschool.

Instead, what if we created very relational and calming environments, with open, creative activities, that let our kids relax, with mindfulness and meditation sessions that turn their switches inwards?  I have seen afterschool programs do this with great success, and have done it with my youth group as well, and I’m finding that its what they value and crave above just about anything else we have done together!  In future posts I’ll be exploring some of the possibilities in terms of activities that we can try out in our programs.