Restoring Relationships, Healing Trauma, and Creating Securely Attached Classrooms

Authors

  • Chloe Drulis Pepperdine University
  • Taylour Matz
  • Carly Samuelson
  • Louis Cozolino Pepperdine University

DOI:

https://doi.org/10.33423/jhetp.v21i13.4797

Keywords:

higher education, social neuroscience, attachment, interpersonal neurobiology, education

Abstract

Our current educational system is modeled after the mass production of industrial factories, characterized by individualism, standardization, and competition. The industrial model, while efficient, largely disregards that learning is an interpersonal process. Social connection and emotional attunement activate our neurobiology for learning, while anxiety, isolation and stress inhibit those same processes. This is because our brains evolved to learn in the context of kinship groups often called tribes. This paper offers scientific support for creating classroom cultures of social cohesion which optimize students’ social, emotional and cognitive development. We will also present practical applications for teachers that can be used to create tribal classroom environments within the parameters of a modern standardized curriculum.

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Published

2021-12-15

How to Cite

Drulis, C., Matz, T., Samuelson, C., & Cozolino, L. (2021). Restoring Relationships, Healing Trauma, and Creating Securely Attached Classrooms. Journal of Higher Education Theory and Practice, 21(13). https://doi.org/10.33423/jhetp.v21i13.4797

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Section

Articles