The human brain is wired to be sensitive to the surrounding environment for signs of threat. When its attention is drawn to a perceived threat, the brain's ability to learn and remember new information may be minimized. In classrooms, real or imagined threats may be from a combination of social interactions, academic challenges, or physical elements. In the last thirty years neuroscientists have also shown that the brain's capabilities can be enhanced when the it is exposed to novel, meaningful, interesting multi-sensory stimuli in a comfortable physical environment. Reducing student stress and creating enriched learning environments should be educators' first considerations.

Effects on the Brain
Physical survival and safety are the brain's primary goals so we are on constant alert and guard against possible harm. When we feel threatened, intimidated, not included, confused, incompetent and/or physically unsafe the brain shifts into survival mode. The brain sends chemical signals throughout the body and we go into the "fight or flight" reflex response. Even the anticipation of a stressful or dangerous situation can trigger the hypothalamus and amygdala to release an immediate overabundance of neurotransmitters such as cortisol and adrenaline. Heart rate, blood flow, breathing, and muscle strength increases, while the immune system, digestive systems, sex drive and the ability to carefully process new information, diminishes. The brain focuses on immediate survival issues rather than on learning and storing new memories.

In addition to this rapid first response to threat, the brain also responds with a slower reflective response. We analyze the situation, connect the new stimuli to past, related experiences and plan appropriate responses. We try to detect recognizable patterns in the event. This can assist us in predicting what might happen next and determine an action we might take to avoid it if necessary. The greater the variety of effective problem-solving strategies we can draw upon, the more likely we are to override the stress reaction with reasonable solutions and thoughtful actions.

Students' interpretation of perceived threats in a classroom environment regulates their abilities to learn and think. While new learning often involves some stress caused by an element of risk and some degree of pressure, if the stress exists in an otherwise low threat environment learners can be motivated to try new and difficult tasks without ridicule or a lack support. Joseph Le Doux in his book, The Emotional Brain, states that memory is enhanced by an appropriate degree of stress and that our ability to remember things may be interfered with if the stress is really intense and prolonged. (Le Doux, The Emotional Brain, 1996.)

In addition to the potential negative effects of too much stress, educators can enhance learning by orchestrating a wide variety of multi-sensory experiences in an enriched environment. Neuroscientists such as Dr. Marian Diamond have stated that by creating deliberate enrichment in the learning environment educators can promote brain growth and development. Her studies reveal that input from the environment actually helps shape the human brain. Many studies are suggesting that by paying attention to the details of the physical learning environment educators can enhance learning and ultimately, students' success at school. When we learn, amazing changes take place in the brain. How a teacher goes about structuring learning experiences will affect the strength and duration of those changes (Pat Wolfe, Brain Matters)

When assessing a physical environment for learning or play, one should consider the possible negative effects on the learner from physical elements, perceived social and emotional threats or restrictions. Orchestrating a developmentally appropriate enriched environment may include aesthetics, comfort, meeting basic needs, organization, and orchestrated experiences.

Potential Physical Harm and Distractions
A safe learning environment is largely influenced by physical attributes in the classroom. There can be negative effects on the learner's body from elements such as poor lighting, noise and acoustics, and air quality. Many other distractions can occur in classrooms such as inappropriately sized furniture, interruptions, and clutter.

Lighting
A learning environment with a lack of natural, full-spectrum lighting, and a dependence on fluorescent lights, has possible adverse effects on students' vision, general health, growth rates and concentration levels. In several studies fluorescent lights have been linked to triggering headaches, mild seizures, attention disorders and hyperactivity. (Jensen, 2003, Environments for Learning) The flickering vibration of the light quality and the audible hum may contribute to the detrimental effects and add to distractibility. Research indicates providing full-spectrum bulbs can increase calcium absorption, lessen visual and physical fatigue, improve visual acuity and decrease hyperactivity.

Carol Venolia, an architect interested in how buildings affect quality of life and the author of Healing Environments (Celestial Arts, 1988), emphasizes the need for people to get outside and exposed to sunlight on a daily basis. Some people are particularly sensitive to the shortening of daylight in winter and suffer from SAD (Seasonal Affective Disorder). Symptoms include lethargy, carbohydrate cravings, being sedentary, weight gain, and avoiding social interactions. When we do not see the sunlight for extended periods of time we can become disoriented about the time of day and even lose a sense of direction. These same symptoms can be seen in people who have a lack of exposure to full-spectrum light.

Randall Fielding, an educational planner and architect, describes suggestions for "Lighting the Learning Environment" on his web site www.DesignShare.com. First and foremost educators should utilize natural day lighting whenever possible. New buildings designed with the brain in mind should include windows on one or two walls, skylights, and provide overhangs or blinds to allow each teacher more control over the direct sunlight. Optimum lighting should include more ambient light produced from indirect sources (usually reflected off of the ceiling). This type of lighting is appropriate in classrooms using lots of technology and in commons areas. Task lighting and accent lighting can combat monotony, enliven spaces and provide adequate light for specific activities and breakout areas.

Noise
Research studies on sound and noise in classrooms have determined that constant exposure to loud noises, 'white' ambient noise, and a poor acoustical environment can hamper learning in a variety of ways. We rarely escape noise and the sound level is often physically harmful. Venolia points out that high noise levels interfere with conversation, reading, thinking, or listening to music; just about everything that could contribute to our well-being. Sudden loud noises are registered by our bodies as warning signals and can trigger the reflex response. In addition, classrooms are often bombarded with constant white noise from air conditioning and heating systems, computer stations and monitors, overhead projectors, and light fixtures. Even students with normal tolerance levels and attention spans often have difficulty filtering out this ambient noise and complain of being fatigued, having headaches, and not being able to concentrate.

If unable to eliminate it, educators can try to mask background noise by playing soft music or introducing a small fountain or fish tank to produce some environmental sounds. Use area rugs on the floor and fabric or tapestries on walls to help soften as many hard surfaces in the classroom as possible to improve acoustics. Teachers should orchestrate a variety of times during the day for quiet reflection or silent reading and studying. Many schools emphasizing brain compatible strategies have also placed restrictions on intercom interruptions and when outdoor maintenance (such as leaf blowers) can be used around classrooms.

Air Quality and Temperature
A classroom that is either too hot or too cold may be uncomfortable to students and distract from learning. Students may be groggy or sleepy if the room is too stuffy. Good airflow and a constant room temperature of 68-72 degrees have been reported to enhance learning for most students. (Jensen, 2004) Consider using a room ionizer to enhance the air quality.

Aromas Introduce some scents to make the classroom pleasant smelling. Using mild lavender, lemon, cinnamon or peppermint aromas can reduce anxiety and encourage attention. (See Aromas and Memory)

Visual Stimulation and Clutter
In some classrooms, teachers let the massive amount of materials, resources, and student examples become unorganized and overwhelming. There is a great concern for what the surrounding environment is teaching. While an enriched environment is conducive to learning, a cluttered classroom can harbor massive amounts of dust, mold, and even critters. The visual stimulation may be too distracting to many students. In her book, Your Child's Growing Mind, Jane Healy cautions about when "good" stimulation to enhance learning might become "too much" An interesting and challenging environment shouldn't bombard young brains with too much of a good thing. Poor physical conditions in classrooms can have a negative effect on student learning and behavior and can promote absenteeism and vandalism. (Kaufeldt, Teachers, Change Your Bait!) In the book Environments for Learning, Eric Jensen reports that in 1996 approximately one-third of all public schools in the United States were in need of extensive repair. As we examine student success, and orchestrate high standards, the physical learning environment must become a greater priority.

Restrictions and Limitations
Being able to satisfy basic needs is a necessary survival strategy, and if not attended to in a timely manner, can disrupt the learning process. When students perceive that water, food and even bathroom breaks will be limited, they may have anticipatory anxiety about when those survival needs can be met. Fresh water should be easily accessible. Scheduled times to eat healthy snacks should be consistent. Reasonable restroom breaks should be allowed.

The size of the physical classroom can have an influence on students' brains. When there is more space, teachers can design a variety of flexible areas. Smaller meeting and individualized work areas allow students to seek out comfortable safe places to work and get help. Lackney suggests that different places for active and passive learning activities decreases rigidity and provides some choice for students. Physical activity is essential in promoting brain growth. (See Early Childhood and Physical Movement) Schools need less restrictive spacious areas where students can move. In addition to attending to form and function, the scale of the classroom design and furniture needs to be body compatible. When desks and chairs aren't ergonomically correct it can affect health and cognitive functions.

Social and Emotional Threats
Bullies, "put downs," lack of inclusion and confusion can all contribute to an insecure learning environment. Educators must attend to building a sense of belonging so that students feel supported and cared about within the classroom community of learners. Adult help and supervision should be highly visible. A high priority should be on the development of systems and procedures that alleviate ambiguity and confusion. When students know what the agenda is and what the expected behaviors are, they are able to attend to learning rather than worrying about what they should (or should not) be doing. (See Proactive Classroom Management Strategies, Classroom Management & the Brain)

Enriched Environments
Brains are known to grow and develop when exposed to an enriched environment. In their book, Magic Trees of the Mind, Dr. Marian Diamond and Janet Hopson, express their belief that there are some common elements that should be present in a stimulating, brain compatible, "enriched" environment. In addition to basic needs being met and a steady source of positive emotional support, there are many qualities that teachers and parents can deliberately orchestrate. Children should have opportunities to choose from a variety of age-appropriate novel challenges. Adequate materials and resources need to be available that are appropriate to the developmental and language needs of the learner. Children should have experiences to develop mental, physical, aesthetic, and emotional skills as well as have many opportunities for social interactions. Perhaps most importantly, brain compatible classrooms should be environments that allow children to be active participants and promote exploration and the joy of learning. Enriched learning environments give children a chance to make mistakes without ridicule, assess their own results of their efforts, and to modify and try again. Deliberate enrichment includes activities that are fun, interesting, and exciting to a child. They provide challenge and stimulation and require active involvement.

Keeping kids, and their brains, feeling safe and secure has to be our first and foremost goal if we want to maximize learning. Lee Burch, an architect and Vice President of 3D/I, believes that good learning can be built into any building. He thinks that professionals need to understand the difference between classrooms and brain compatible learning spaces. Kenneth Tanner, Ph.D. from the School Design and Planning Laboratory, Department of Educational Leadership at the University of Georgia believes that schools should be designed that meet curriculum needs of students, as well as be 'teacher friendly' schools. Tanner states that school planners should be concerned about safety and security, plenty of natural light, manageable circulation (movement) patterns, aesthetic designs, appropriate scale, access to the outside, and flexible spaces. These modifications can be made to the physical environment by providing low threat, comfortable settings where challenging tasks, curiosity and engagement abound!

Additional Related Topics: Attention & the Brain, Challenge & Enrichment, Emotion & the Brain, Proactive Classroom Management Strategies, Stress

Recommended Readings
Diamond, Ph.D. Marian, and Janet Hopson. (1998). Magic Trees of the Mind. New York: Penguin Putnam.

Clayton, Marlynn K. with Forton, Mary Beth. (2001). Classroom Spaces That Work. Northeast Foundation for Children, Greenfield, MA: Stenhouse Publishers.

Healy, Jane, (1994). Your Child's Growing Mind. (Revised). New York: Doubleday.
Jensen, Eric. (2003) with Dabney, Michael, Markowitz, Karen, Selso, Karen. (2003).

Environments for Learning. San Diego, CA: The Brain Store.

Kaufeldt, Martha. (2005) Teachers, Change Your Bait! Brain-Compatible Differentiated Instruction. Norwalk, CT: Crown House Publishing.

Le Doux, Joseph. (1996). The Emotional Brain. New York: Touchstone.

Sylwester, Robert. (2000). A Biological Brain in a Cultural Classroom. Thousand Oaks, CA: Corwin Press.

Venolia, Carol. (1985). Healing Environments. (Updated). Berkeley, CA: Celestial Arts.

Wolfe, Patricia. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Web Sites
Burch, Lee. (architect and Vice President 3D/I) "Brain Compatible Learning Environments" www.3di.com

Diamond,Ph.D. Marian. (neuroscientist UC Berkeley) Brain Connection www.brainconnection.com/topics/?main=conv/diamond

Fielding, Randall. (educational planner and architect) www.DesignShare.com "Lighting the Learning Environment"

Lackney, Jeffery A. (professor University of Wisconsin-Madison, architect) www.engr.wisc.edu/epd/faculty/lackney_jeffery.html

Tanner, C. Kenneth. Ph.D. School Design & Planning Laboratory, The University of Georgia www.coe.uga.edu/sdpl/sdpl.html

Martha Kaufeldt, M.A.
Martha is a full time trainer and consultant with an extensive background in brain compatible teaching and learning theory. She was a K-12 classroom teacher for over 20 years. Her passion for understanding and interpreting brain research for educators, parents and mental health care professionals has made her a popular presenter. Her best-selling book, "Begin With the Brain: Orchestrating the Learner-Centered Classroom" (Zephyr Press, 1999) provides a common sense approach that gives everyone reasonable strategies for a wide variety of learning situations. Her new book, "Teachers, Change Your Bait! Brain Compatible Differentiated Instruction," provides tons of instructional ideas to meet the needs of every learner. (Crown House Publishing 2005)
www.beginwiththebrain.com

General Bibliography
Bransford, John D., Ann L. Brown, and Rodney R.Cocking, eds. (1999) How People Learn: Brain, Mind, Experience and School. National Research Council. Washington, DC: National Academy Press.

Healy, Jane, (1992). Endangered Minds: Why Our Children Don't Think. New York: Simon & Schuster.

Jensen, Eric, with Michael Dabney. (2000). Learning Smarter: The New Science of Teaching. San Diego, CA: The Brain Store.

Kaufeldt, Martha. (1999) Begin with the Brain: Orchestrating the Learner-Centered Classroom. Chicago, IL: Zephyr Press.

Kaufeldt, Martha. (2005) Teachers, Change Your Bait! Brain-Compatible Differentiated Instruction. Willistion,VT: Crown House Publishing, Ltd.

Sousa, David A. (2001). How the Brain Learns: A Classroom Teacher's Guide. 2nd ed. Thousand Oaks, CA: Corwin Press.

This chapter by Martha Kaufeldt is an excerpt from a soon to be published book titled: "Learning and the Brain: An Encyclopedia" Edited by Sheryl Feinstein, published by Greenwood Publishing Group, Winter 2006.