Want to keep learning?

This content is taken from the Central Queensland University's online course, Orientation to Educational Neuroscience. Join the course to learn more.
people socialising at a restaurant over a meal

Welcome to Week Two

As we learnt in Week 1, the human brain is created for relationship – to be social. However, for the brain to function holistically it needs to work in a safe and trusting environment.

Primarily, how we are raised and “how others treat us has a direct and continuous impact on [us]” (Cozolino, 2013, p. 75). This can be seen by the effects of early deprivation and trauma. Research reveals that children who have suffered extreme neglect in orphanages have 20-30% smaller brains (Maital, 2011). This damage, along with some other types, can be reversed through nurturing social and physical environments. School and classroom environments can provide enriched environments through supportive, caring and encouraging and relationships which stimulate healthy neural development and positive brain plasticity.


Cozolino, L. (2013). The social neuroscience of education: optimizing attachment & learning in the classroom. New York, N.Y: W. W. Norton & Company Ltd.
Maital, S. (2011, December 31). Resilience: The Case of the Romanian Orphans. TIMnovate. Retrieved from https://timnovate.wordpress.com/2011/12/31/resilience-the-case-of-the-romanian-orphans/

Share this article:

This article is from the free online course:

Orientation to Educational Neuroscience

Central Queensland University