Social Brain Goes to School

Social Brain Goes to School: How Relationships Power Learning

WRITTEN BY PAGE DETTMANN, PHD 2023

Social Brain Goes to School: How Relationships Power Learning

WRITTEN BY PAGE DETTMANN, PHD 2023

Social Brain Goes to School: How Relationships Power Learning

Throughout history, humans have recognized the importance of social connections for our survival and overall well-being. Isolation is not in our nature; we thrive when we are connected to others. Meaningful interactions with effective communication occur when we can understand and relate to one another. In the context of education, schools serve as vibrant communities where learners engage with teachers, peers, and the content itself to create meaning. It is crucial for each student to experience a sense of belonging, safety, and well-being, which can be achieved through the development of trusting relationships. Neuro- scientist Melina Uncapher emphasizes that relationships are our natural habitat, and our innate drive to belong to a community is a fun- damental human motivation. 1 In their school lives, students require connection with caring people who provide a sense of security, prior- itize their learning, and show genuine interest in getting to know who they authentically are. This creates connection and a desire to con- tribute to their learning community. The human brain has evolved to place great value on nurturing social relationships. Strong bonds with family and friends have been shown to significantly impact our happiness

and overall health. These close connections serve as invaluable platforms where we can share our thoughts and ideas, finding comfort in expressing ourselves and interacting with others.

The Evolution of Our Human Social Brain

The brain is a social organ, shaped and co-cre- ated by our relationships 2 . Human brains are neurologically wired to be social and are driven to communicate with others. We thrive in complicated social environments, constantly interacting, connecting, and building fulfilling relationships. Our brains have evolved over millions of years to adapt to this social world we live in. Our Social Brain, a remarkable network of neural processes and structures, allows us to navigate complex social interac- tions, understand the emotions and inten- tions of others, and form meaningful connec- tions. 3 The Social Brain is a superpower that sets humans apart from other species. 4 But here’s the incredible part: our brains have grown and changed over time to meet the demands of today’s social interactions. 5 As the complexity of our social lives increased, our social brains responded by expanding in

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Social Brain Goes to School: How Relationships Power Learning

size. It’s like our brains were saying, “Hey, we need more capacity for social connections!” And so, our social brain structures adapted, allowing us to engage in intricate social inter- actions that have become fundamental to our human lives.

With the alarming rise in the mental health needs among today’s youth, it is crucial to examine how the school experience can mit- igate these challenges. Fortunately, psycho- logical research provides valuable insights to combat student feelings of isolation and lone- liness. By intentionally fostering social con- nections within the educational environment, schools can create a transformative place where students’ well-being, sense of belong- ing, and academic success go hand in hand. Purposefully prioritizing peer interactions not only addresses mental health needs, but also is a key neuroscience strategy to enhance stu- dent learning outcomes.

An Emerging Youth Mental Health Crisis

It is impossible to ignore the pressing issue of the mental health crisis among today’s young people. In recent years, rates of anxiety, depression, and other mental health disor- ders have reached alarming heights, leaving a profound impact on students’ overall well-be- ing, school attendance, and academic per- formance. We all are aware of youth who are struggling with their mental health – the high school student who is experiencing such deep feelings of anxiety and loneliness that attend- ing school regularly is difficult, or the mid - dle school student who has retreated within herself, shutting out connection with friends, family, and school. Multiple data points underscore the urgency to address student socialization. Recent national surveys of young people conducted by the Centers for Disease Control and Pre- vention (CDC) revealed disturbing increases in the mental health challenges of US high school students. In 2021, 42% of high school students and 57% of female students reported such persistent feelings of sadness or hopeless- ness for at least 2 weeks in a row during the past year that they stopped their normal activ- ities. 6 Key data in the US Surgeon General’s Advisory on Loneliness reveals that impaired mental health can increase a person’s risk of death by 26%, comparable to smoking 15 cig- arettes a day. 7 The repercussions of loneliness and social isolation are substantial, affecting physical, mental, behavioral, and cognitive health.

The Power of Social Signals: Decoding Human Interaction

Have you ever wondered how we under- stand someone’s emotions just by listening to their tone of voice? Or how we can interpret meaning from facial expressions and body language? These social signals are crucial for understanding and responding to others. They allow us to gauge emotional states, discern the meaning behind statements, and connect with those around us. Without the ability to interpret these signals, forming meaningful relationships becomes challenging .8 When we hear someone’s voice, we instantly pick up on the subtle cues that reveal their emotional state. It’s like a melody that carries meaning. And when we observe someone’s facial expressions and body language, we can gauge their emotions, intentions, and even attitudes. It’s like reading a story written on their faces and in their movements. These social signals are the language of human inter- action, and our Social Brain is fluent in under - standing and responding to them.

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Social Brain Goes to School: How Relationships Power Learning

Inside our brains, a complex network of elec- trical activity connects the dots of social inter- action. It’s like a dance of neurons, creating a symphony of communication. This intricate web allows us to interact, form connections, and build social relationships. It’s through this neural language that we navigate our social world, understanding others and being understood. But here’s the catch - when we fail to properly interpret and respond to social cues, we can feel socially disconnected. It’s like speaking a different language and not being able to con - nect with others. This disconnection can lead to loneliness and have detrimental effects on our mental health. In fact, we experience that ‘social pain’ in much the same way that we experience physical pain. When we experi- ence rejection or a fractured relationship, our brains register it as actual pain, just as real as the physical pain of breaking a bone. 9 Our Social Brain, which naturally prioritizes pro- social interactions, reacts to social pain as a deep hurt that resonates within us. When we feel the social pain of rejection, loss, and being left out, our social self retreats within us. The good news is that forming new connections and nurturing existing relation- ships can help alleviate social pain and pro- tect our well-being. 10 It’s like a soothing balm that heals the wounds of social isolation. By actively cultivating social and emotional skills, we equip ourselves with the tools to build meaningful connections and thrive in our social world. Schools are a hub for social interaction. Stu- dents, with their innate curiosity and desire to connect, seek security and support within their learning communities. They crave spaces where they can explore their interests, collab- orate with peers, and feel accepted both per-

sonally and as learners. It’s in these school settings that social interaction becomes not only essential for emotional and mental well-being, but also critical for brain develop- ment and learning. 11

By leveraging the power of the Social Brain, ed- ucators can create learning experiences that tap into students’ natural inclination for social connection. Dr. Patricia Kuhl, co-director of the Institute for Learning & Brain Sciences at the University of Washington states, “There’s a learning opportunity here. You can create a moment of real synergy that creates better learning for all when children are put together in small groups… ’We’re going to solve prob- lems collaboratively’, means that you’re allow- ing this face-to-face interaction to thrive, to let the brains of children implicitly learn from the signals that are automatically there when we interact with one another”. 12 When students work together on small aca- demic teams, they engage in a spirited pro- cess that promotes communication, team- work, and social skills. It’s like creating a rich soil where their minds can flourish, and their social intelligence can blossom.

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Social Brain Goes to School: How Relationships Power Learning

Creating “Sticky Learning” Through Collaborative Teaming

What if we could identify a way of learning that could help students make deeper, long-term memories than they can by completing worksheets and memorizing for a test? Social cognitive neuroscientist at UCLA, Dr. Matthew Lieberman, notes that when students are socially motivated to learn their social brain can do the learning, and it can do it better than the analytical brain net- work typically activated when they try to memorize in isolation. 13 Collaborative teaming unlocks the learning potential of the Social Brain. When students collaborate, they not only make greater meaning and deepen their understanding of academic content, but they also develop social and emotional intelligence that prepares them for success in the 21st century. 14

“The power of the social brain has been totally underestimated,” reports Dr. Kuhl, “It’s a driving force in learning. It’s the gateway to cognition”. 15

Remarkably, we have a mind-reading net- work in our social brain that influences how students remember and learn. As humans, we are naturally curious about what’s going on in the minds of others. Our innate incli- nation when we are working together is to “peer” into others’ minds to try to figure out what they are thinking, feeling, doing, and about to do.

Imagine students working in teams of 2, 3, and 4, tackling real-world problems by engaging in hands-on tasks. They communicate, negotiate, and learn to appreciate the perspectives of oth- ers. They experience the power of “teaching one another” to consolidate understanding, actively learning with and from each other.

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Social Brain Goes to School: How Relationships Power Learning

Our social brains developed this superpower, called Mentalizing, and it is constantly active. 16 Have you ever observed students’ eye gaze as they watch their teammates at work? Without asking, they get a good idea of what’s going on in their minds. When learners leverage this neural network, it activates their social think- ing, deepens their learning, and builds stron- ger brain infrastructure for teamwork. “You can have the greatest idea in the world, but if you can’t connect with other people, nothing

will come of it. You can’t build a rocket ship by yourself – you need to work with others,” notes Lieberman. 17 The secret sauce of collaborative teaming is designing tasks that create “Sticky Learning” experiences that are encoded into long-term memory storage. Collaborative tasks engage students’ mind-reading networks to help the be more successful in learning academic con- cepts.

• Communication-Intensive Social Interaction – Research suggests that students are more likely to remember information when they take it in socially. Working collaboratively, students tap into a wellspring of motivation and engagement. Through small teacher-cre- ated teams with stable membership over four or more weeks, students develop lasting relationships fostering a collective responsibility for both the team’s success and their indi- vidual student learning journeys. Teams continually practice effective communication skills, including respectful dialogue, building of accurate knowledge, and connecting to prior learning. Students engage in argumentation, not arguing, as they test their understanding of concepts, construct explanations, and challenge each other’s quality of evidence and rea- soning. The excited, collaborative hum of student voices reflects their active participation. • Beneficial Cognitive Challenge – Providing students with the proper level of challenge is the sweet spot — it’s a challenge that ignites their passion and fuels their growth. Like Gold- ilocks seeking the perfect porridge, students thrive when the tasks are neither too easy nor too difficult. A carefully calibrated level of challenge keeps learners engaged, stretching their abilities while maintaining motivation to achieve. An essential component of challenge is establishing a class climate that embraces productive failure and allows for errors. This encourages students to reach beyond their comfort zones, persist through obstacles, and experience the exhilaration of mastering new concepts and skills. • Emotional Connection – Learning is not just an intellectual pursuit; it’s intricately inter- twined with our emotions. Our emotions serve as a filter, shaping the way we form mem - ories. Neuroscientist Dr. Mary Helen Immordino-Yang explains, “Emotion and cognition are supported by independent neural processes. It is neurobiologically impossible to build memories, engage in complex thoughts, or make meaningful decisions without emotions... Put succinctly, we only think about things we care about”. 18 Students instinctively under- stand the significance of their emotional connection to the content, often inquiring, “When will I use this?” as they assess their personal interest, relevance, and importance of the task to their lives. Leveraging emotions productively in collaborative task design fosters curiosi- ty and influences the meaning students make of what they are learning. These five active learning principles stand out as stimulating multiple neural connections in the brain, facilitating the encoding of long-term memories.

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Social Brain Goes to School: How Relationships Power Learning

• Hands-On Experiences - Experiential learning truly thrives when students actively par- ticipate in creation of collaborative tasks that showcase their understanding of the day’s learning purpose. Whether it involves creating a collaborative math poster to visually ex- plain a new concept, conducting a thoughtful analysis of historical leaders’ perspectives, or engaging in the design of a prosthetic arm, these activities offer specific requirements that empower learners to bring abstract ideas to life, enhance critical thinking skills, and cultivate deeper meaning. Through the acquisition of knowledge and collaborative efforts to consolidate understanding, students construct meaning by genuinely applying informa- tion to novel situations, thus establishing relevance to their learning journey. This approach makes the learning experience more relatable, tangible, and memorable. • Retrieval Practice – Engaging students in recalling previously learned information is a powerful way to strengthen long-term memories. It is about getting information out of memory. Retrieval Practice expert Pooja Agarwal, a cognitive neuroscientist, notes that while most instructional strategies are designed to get information into student memory, retrieval practice is a low-or no-stakes learning strategy, not an assessment , that focuses on getting information out of students’ heads. Students can struggle in retrieval, yet strug- gle is a good thing. “Easy learning is like easy forgetting. Students can retrieve, pull this information out, strengthen their learning, and be ready for more learning”. 19 While there are multiple approaches to implementing retrieval practice, a few easy ideas include infor- mal ungraded partner quizzes, entry and exit tickets, and quick writing prompts. The more learners practice retrieving, the stronger their memories become.

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Social Brain Goes to School: How Relationships Power Learning

Harnessing the Power of the Social Brain in Learning

Mark Pritchett, recently retired Foundation CEO, describes the STEMsmart initiative as an investment in children’s futures. “I never saw students having so much fun learning and teachers having so much fun teaching,” he said. “We could walk in with a large group of community members, and the teachers and student teams were so engaged they never knew we were in their classroom. The excite- ment was palpable!” Pritchett related the collaborative approach of STEMsmart to his world of work as a CEO, stat- ing, “I spend 75% of my workday with various teams jointly solving problems and coming up with solutions that none of us would have fig - ured out alone.”

Photo by David Hansen, Jacobs Engineering

A community and district partnership spon- sored by the Gulf Coast Community Foun- dation (GCCF) in collaboration with Sarasota County Schools, Florida, is a revolutionary ini- tiative called STEMsmart that maximizes the potential of students’ social brains. Within all middle schools, students actively engage their social brains through collaborative teamwork every day. Emphasizing interactive and expe- riential learning with real-world applications yielded improved test scores, increased stu- dent interest in STEM careers, and resulted in greater enrollment in advanced classes. You can witness the dynamic teacher-student and student-peer interactions in the videos avail- able at this link: https://www.gulfcoastcf.org/ our-initiatives/education/stemsmart

Photo by David Hansen, Jacobs Engineering

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Social Brain Goes to School: How Relationships Power Learning

In Sarasota Middle Schools, students work together on teams over a period of time to develop quality relationships, teamwork skills, and a feeling of belonging and trust. Team cohesiveness creates a safe space for learners to share their knowledge, ideas, and opinions, teaching one another, collectively creating ownership and responsibility for their learn- ing. An unintended outcome in Sarasota was the substantial decline of bullying reported by students due to the rapport building within their collaborative teams.“ My students felt safe on their teams to challenge one anoth- er’s thinking, and that sparked mathematical connections that helped them gain real prob- lem-solving skills,” said Dr. Jennifer Mattu, a former middle school math teacher and dis- trict instructional coach. “Student teams took ownership of their work and responsibility for the academic success of each team member,” Mattu continued. “Their curiosity spiked as they curated questions and arrived at solutions together, and I believe that accelerated their learning.” 20

Just as academic student teaming is valuable for learning success, so also is encouraging informal student socializing throughout the school day. Casual student interactions not only stimulate attention and memory, but also help to build “brain-boosting” social con- nections. 21 It is fascinating that something as simple as laughing and talking with others can strengthen neural networks. But it does! A study highlighted in Harvard Business Review revealed that informal social interactions are equally as effective in developing cognitive capacity as brain games and puzzles. 22 There- fore, when our students engage in informal conversations with peers, teachers, and other adults at school, their brains are actively involved in mental activity that yields long- term benefits for their learning.

Socialization Throughout the School

Uniting Learning and Space

Our social brains dedicate an astonishing amount of time to contemplating social inter- action. Renowned researchers Lieberman and Kuhl refer to this brain activity as part of our social brain’s mind-reading network, com- monly known as the “default network.” When we switch off our minds to relax, the default network automatically springs into action, engaging in social thinking, recalling and pro- cessing previous social information, and pre- paring us for our next interactions.

Deliberately harnessing the power of stu- dents’ social brains necessitates purpose- ful design considerations. As Sarah Williams Goldhagen, author of “Welcome to Your World,” points out, “There’s no such thing as a ‘neutral’ environment; your built environment is either helping you or it’s hurting you.” Gold- hagan adds, “We must extract out what kind of design principles in the built environment will have an impact on how kids learn and behave”. 23

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Social Brain Goes to School: How Relationships Power Learning

Learning Pods where students sit or stand eye-to-eye and knee-to-knee in teams of 2, 3, and 4, advancing respectful communication, real-world collaboration, and hands-on expe- riences with a common set of resources. Activity Zones are places students enhance their learning in areas designed for experien- tial activities that maximize social interaction and cognitive development through multiple learning modalities and support access for integration of technology. Teacher Spaces provide space for focused teacher planning and proximity to teams that help learnings in their journey. Mobile stor- age improves room adaptability from year to year. Students gain when the finite resource of space for learning experiences is balanced between stakeholders. Dynamic Spaces are equipped for fluid learner movement, correct ergonomics, and agility to maximize interactions, minimize transitions, offer greater comfort and safety, and deliver easy and quick flexibility.

Every space conveys activity expectations, sending a compelling message to which teach- ers and students respond according to their sense of empowerment about how the space meets their instructional learning, and social- ization needs. This realization underscores the impact of our design decisions, which begin influencing students the moment they step into a room. With clear intent in our design, we can foster exceptional experiences. The fabric of school spaces holds substantial influence over students’ inclination to engage in prosocial interactions with their peers and adults. Drawing from my experience as a for- mer educator turned industry specialist, I have witnessed the remarkable influence of design elements in shaping social dynamics and opti- mizing learning experiences. When purpose- ful design works in harmony with social brains, the environment becomes a springboard for enhanced engagement and the formation of stronger long-term memories. Purposeful design elements within classrooms provide educators with powerful tools to cul- tivate Prosocial Learning Experiences TM . By prioritizing ProSocial Learning Environment TM design, spaces become instructional tools that facilitate teaching and learning. Four common design elements, each with an educational focus, support teachers in activating learning and igniting students’ enthusiasm for discov- ery.

ProSocial Learning Environment TM Design

On a larger scale across the campus, deliber- ate spatial choices can provide learner auton- omy and foster a sense of comfort, seamlessly integrating educational programming with

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Social Brain Goes to School: How Relationships Power Learning

socializing. Implicit design elements play a crucial role in cultivating a caring learning community, strengthening peer relationships, and enhancing youth-adult connections. By creating inviting and welcoming common areas, schools can encourage students and adults to engage in meaningful conversations and forge deeper connections. The strategic use of design elements throughout the cam- pus not only supports academic growth but also nurtures essential social skills. Here are three effective design elements in the PreK-12 environment: 24 • Interspersing formal and informal learn- ing spaces throughout the school promotes interdisciplinary collaboration and expands the agility of space for multiple learning expe- riences. Interactive spaces encourage stu- dent connection and provide spatial choices, noticeable by the enthusiastic collaborative hum of student voices that resonates through- out the campus community. • Common areas can be organized with design principles that inspire highly engaging public spaces. Central open areas serve as hubs for different group sizes and interactions, facili - tating dynamic activities. The edges of these spaces offer multiple options for small groups of students to find their own safe spaces and forge relationships. Carefully designed for interaction, furnishings provide users with ample choices to select the right spot for their intended purpose and level of focus, fostering a sense of community, curiosity, and collabo- ration. • Flexible, dynamic, and vibrant furnishings play a powerful role in shaping socialization expectations. Innovative designs maximize

opportunities for peer and teacher interac- tion, inviting learner communication and col- laboration. Informal peer-centric spaces pro- vide choices through a variety of comfortable, ergonomic seating options and work surfaces, including soft seating and standing tables. These spaces are designed to welcome learn- ers for co-construction and creative applica- tion of knowledge, casual and comfortable conversations, relaxation, and engaging pre- sentations and performances. By thoughtfully considering the flow and lay - out of space, we can naturally promote social engagement and create an atmosphere where students feel at ease initiating interactions and building relationships. The design of the campus becomes a catalyst for socialization, enriching the overall learning experience.

Our Path to Bright Student Futures

Our Social Brain is a remarkable gift that shapes the fabric of our lives. By embracing and comprehending its unique capabilities, we open doors to enhanced student learning, belonging and well-being. “Sticky” learning is our key to creating learning experiences that accelerate motivation and engagement of our learners. The more richly we experience information using our social brains, the more neural pathways are worn, the more deeply we remember. Purposefully-designed and affirming learning environments support a profoundly human approach to learning, nudging relationships. Essentially, learning is the residue of experi- ence. 25

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Social Brain Goes to School: How Relationships Power Learning

Meet the Author

Page Dettmann, PhD Chief Education Evangelist Meteor Education

Dr. Page Dettmann, Chief Education Evangelist at Meteor Education, is passionate about preparing students for success in an unpredictable world. She advocates for ProSocial learning, where inter- active experiences merge with space design to spark curiosity, foster collaboration, and activate students’ social brains. Through her work, Page has found that learning sticks when students talk, debate, and build ideas together. Learners in small, collaborative teams don’t just absorb facts - they wrestle with concepts, challenge assumptions, and construct meaning. This dynamic exchange deepens their understanding, strengthens academic mastery, and builds the social and emotional intelligence they’ll need for life and work. As a district administrator in Sarasota County, FL, Page led a transformation of middle school cul- ture, shifting from traditional instruction to interactive, hands-on experiences. Collaborating with administrators, teachers, community, and education foundations, she championed a new learning approach that fused academic rigor with social and emotional development—aligning with how the brain processes information and forms memories. In these vibrant ProSocial learning commu- nities, students engaged in rich discussions, sharpened critical thinking, and built the teamwork and problem-solving skills essential for future success. Page holds a Ph.D. in Educational Policy and Management from the University of Oregon, an M.S. in Education from Western Illinois University, a B.A. in Education from Buena Vista University, and a B.S. in Family and Consumer Sciences from Iowa State University. An A4LE Accredited Learning Environment Planner (ALEP), she is also a faculty member for the international ALEP certification program.

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Social Brain Goes to School: How Relationships Power Learning

Endnotes

1. Uncapher M. R. (2019). From the science of learning (and development) to learning engineer- ing, Applied Developmental Science, 23:4, 349-352.

2. Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. W. W. Norton & Company.

3. Dunbar, R.I.M. (2012). Bridging the bonding gap: The transition from primates to humans. Phil- osophical Transactions of the Royal Society B: Biological Sciences, 367(1597), 1837-1846.

4. Lieberman, M. D. (2013). Social: Why our brains are wired to connect. Crown Publishers/Ran- dom House.

5. Dunbar, R.I.M. (2018). The social brain hypothesis and its implications for social evolution. Annals of Human Biology, 45(3), 196-205.

6. Centers for Disease Control and Prevention. (2022). Youth Risk Behavior Survey – Data Sum- mary & Trends Report, 2011-2021.

7. Holt-Lunstad, J. (2023). Foundation for Social Connection Scientific Chair, US Surgeon General Advisory Coalition to End Social Isolation & Loneliness. Retrieved from https://www.endsocialiso- lation.org

8. Hennenlotter, A., et al. (2005). The link between social cognition and self-referential thought in the medial prefrontal cortex. Cerebral Cortex, 15(8), 910-917.

9. Lieberman, M. D. (2013).

10. Greenberg, M.T., et al. (2003). Promoting resilience in children and youth: Preventive inter- ventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094(1), 139-150.

11. Blakemore, S.J., & Mills, K.L. (2014). Is adolescence a sensitive period for sociocultural pro- cessing? Annual Review of Psychology, 65, 187-207.

12. Kuhl, P. (2019). Masters of Social Learning. www.edutopia.org Retrieved from https://www. youtube.com/watch?v=objXbeVCQWg

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Social Brain Goes to School: How Relationships Power Learning

13. Lieberman, M. D. (2013).

14. Johnson, D.W., et al. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(4), 85-118.

15. Kuhl, P. (2019).

16. Lieberman, M. D. (2013).

17. Lieberman, M. D. (2013).

18. Immordino-Yang, M.H. (2016). Emotions, Learning and the Brain – Exploring the Educational Implications of Affective Neuroscience. WW Norton & Company, Inc.

19. Agarwal, Pooja K, and Patrice M Bain (2019). Powerful Teaching – Unleashing the Science of Learning. Jossey-Bass.

20. Dettmann, P. (2021). Planning & Design Considerations to Engage the Social Brain. Learning By Design Magazine.

21. Bilodeau, K. (2018). “3 ways to build brain-boosting social connections”. Harvard Health Pub- lishing.

22. Zynga, A. (2014) A Social Brain Is a Smarter Brain. Harvard Business Review.

23. Goldhagan, S.W. (2017). Welcome to Your World: How the Built Environment Shapes Our Lives. Harper-Collins.

24. Dettmann, P. (2021).

25. Uncapher, M R (2019).

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Social Brain Goes to School: How Relationships Power Learning

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BY PAGE DETTMANN 2023

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