This document discusses the impact of stress on brain development and learning. It defines acute and chronic stress and explains how both trigger the stress response in the body. Prolonged stress can impair cognitive functioning through its effects on brain structures like the hippocampus, prefrontal cortex, and amygdala. Early life stress can also increase vulnerability to mental health issues. The document recommends learning stress management techniques and maintaining a healthy lifestyle to mitigate the harmful effects of stress.

1. Understanding the Impact of Stress
on Brain Development and Learning

2.  Merriam-Webster define stress as:
A physical, chemical or emotional factor that
causes bodily or mental tension

3.  Acute stress is general short-term with a
clearly defined beginning and end
 Chronic stress is long-term and prolonged
stress with no clear ending
 Both acute and chronic stress trigger the
physiological stress response

4.  Triggering of the sympathetic nervous system
which prepares the body to deal with
perceived threat by:
◦ Increase of heart rate and blood pressure
◦ Increase of cortisol – “stress” hormone which has
anti-inflammatory and immunosuppressive
properties
◦ Decline of parasympathetic activity which regulates
“automatic” bodily functions and maintains
homestasis

6. ◦ Shorter form of
the serotonin
transporter is
associated with
vulnerability to
increased
response to
stress by
developing
depressive
illness and
alcoholism

7. ◦ An allele of the monoamine oxidase A gene result
in more vulnerability to abuse in childhood,
increased risk of becoming an abuser & show
antisocial behaviors.

8.  Early abuse can result in life long emotional
reactivity and stress hormone reactivity –
both associated with cognitive decline and
shorter lifespan in animal studies

9.  Stress reduction in infants can be influenced
by maternal bonding through a variety of
factors
◦ Physical proximity
◦ Modeling
 Early patterns “hard-wire” the stress
response –critical period during 1st nine
months

10.  Males most typically mirror the fight or flight
response
 Females engage fight or flight AND befriend

11.  There is an inverted relationship between
learning and levels of cortisol
 During acute stress, higher levels of cortisol
result in:
◦ Enhanced immunity
◦ Enhanced memory
During chronic or prolonged stress,
the increased levels of cortisol result
in:
◦ lower immune response
◦ Impaired cognitive functioning

12.  The Hippocampus is
the brain structure
primarily responsible
for learning and
memory
 The Hippocampus is
highly sensitive and
malleable
 Cortisol decreases
and retracts the
dendritic growth in
the hippocampal area

13.  Within the Hippocampus, is the dentate gyrus,
a structure which seems to play a role in the
memory of sequences of events
 It has high plasticity and is constantly
producing new neurons, even throughout
adult life.
 Certain types of stress suppress neurogenesis
and cell survival in the dentate gyrus

14.  Cortisol inhibits long-
term potentiation – cell
sensitivity in
communication
 Adolescent brain is more
receptive to long-term
potentiation without
interference

15.  Repeated or chronic stress causes dendritic
shortening in the medial prefrontal cortex
 The results in impairment in attention set
shifting

16.  Both acute and chronic stress produce
dendritic growth in neurons in the amygdala.
 The results of include:
◦ Increases anxiety
◦ Increased aggression

17.  In animal research, chronic stress causes
atrophy of neurons in the hippocampus and
prefrontal cortex
 and
 Hypertrophy of neurons in the amygdala
 Results:
◦ Decreased learning and memory
◦ Increased anxiety and aggression

18.  The results from
animal studies are
mirrored in humans
through a loss of
hippocampal volume
and an increase in
amygdala volume in
MRI studies
 PET scans also
demonstrate altered
patterns of activity in
the related brain areas
during stress

19.  Learn stress
management – variety
of techniques
 Problem-focused –
changing the stressor
 Emotion focused –
changes our response
to the stressor

20.  Physical
 Cognitive
 Emotional
 Behavioral

21.  Physical Techniques:
Exercise Meditation
Relaxation

22.  Cognitive Techniques:
Social Comparisons Re-Evaluation
Distraction

23.  Emotional Techniques:
Social Support Release
Laughter

24.  Behavioral Techniques:
Helping Others

25.  Optimism is associated with lower cortisol
production and higher heart rate variability
(showing higher parasympathetic activity)
 Optimistic people are, on average, healthier
and live longer than pessimistic people
 Optimistic people have higher levels of life
satisfaction

26.  Poor self-esteem has
debilitating effects:
◦ Increased levels of cortisol
◦ Inability to regulate cortisol
levels under stress
◦ 12-13% loss of hippocampal
volume

27.  Improve sleep quality and quantity
 Have a good social support system
 Maintain a positive outlook on life
 Maintain a healthy diet
 Avoid smoking
 Regularly exercise – moderate activity
 Build positive self-esteem
 Learn successful stress management

28.  McEwen, B.S. Protective and damaging effects
of stress mediators: central role of the brain.
New England Journal of Medicine. 1998, 338:
171-179

29. Q&A
Robin Donaldson,
rdonaldson@nationalsafeplace.org