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One of the things we know about brains that have been pushed too far is that they can’t learn. They just can’t. They need an opportunity to calm, to feel safe, to find their way out of the lizard-brain response that is fight-flight-flock-freeze-appease.

High social complexity + low form predictability = stress reactive behaviors.

High social complexity (lack of clarity around the social expectations, cultural norms, and how to navigate the expected social realities of a situation) + low form predictability (confusion about what is going to happen moment to moment, day to day, week to week) = stress reactive behaviors (fight-flight-flock-freeze-appease or signs that the amygdala, the lizard brain, has taken control and the prefrontal cortex—the part that learns and plans and creates—isn’t fully engaged).

Math, history, science, and even art teachers often find themselves trying to work literacy instruction into their classrooms. After all, the ability to read, synthesize, and explain concepts and ideas in writing is essential in every subject.

Commonly used literacy strategies that ask students to pause and consider what they know about a given topic or concept can be easily modified to better suit your classroom

setting aside time to identify the skills students need to learn and use to be successful in their specific content areas.