Stress in the Educational System as a Potential Source of Epigenetic Influences on Children's Development and Behavior

Abstract

Despite current advances on the relevance of environmental cues and epigenetic mechanisms in biological processes, including behavior, little attention has been paid to the potential link between epigenetic influences and educational sciences. For instance, could the learning environment and stress determine epigenetic marking, affecting students' behavior development? Could this have consequences on educational outcomes? So far, it has been shown that environmental stress influences neurological processes and behavior both in humans and rats. Through epigenetic mechanisms, offspring from stressed individuals develop altered behavior without any exposure to traumatizing experiences. Methylated DNA and noncoding RNAs regulate neurological processes such as synaptic plasticity and brain cortex development in children. The malfunctioning of these processes is associated with several neurological disorders, and these findings open up new avenues for the design of enriched environments for education and therapy. In this article, we discuss current cases of stress and behavioral disorders found in youngsters, and highlight the importance of considering epigenetic processes affecting the development of cognitive abilities and learning within the educational environment and for the development of teaching methodologies.

Brain development and maturation in the context of learning

“…and environmental factors) during early child development under di erent rearing and socio-economic conditions, where experiences can alter the expression of DNA. is evidence supports the hypothesis that besides the multiple mediation and moderation factors described for deprivation (see above), epigenetic changes may be involved at least partially in the long-term in uences of early experiences (Gray et al, 2017;McDade et al, 2017;Frías-Lasserre, Villagra and Guerrero-Bosagna, 2018;Jiang et al, 2019;Torres-Berrío et al, 2019;Lang, Del Giudice and Schabus, 2020).…”

A capability-driven path to well-being: cases of community-based education in rural Indonesia

“…This applies to the recruitment process but also to pull factors that increase the likelihood of keeping quality personnel (ibid.). When teachers are dissatisfied with their working conditions, or they are subjected to extreme occupational stress, they can either decide to leave or they might fall into psychological distress, misbehaviour or resistance that will hinder their capacity to deal with the challenges of classroom's dynamics Brint, 2006;Frías-Lasserre et al, 2018). Toxic stress can, in fact, lead to depression, which, in turn can influence the student-teacher relationship or even affect students' own tolerance to stress (Frías-Lasserre et al, 2018).…”

“…When teachers are dissatisfied with their working conditions, or they are subjected to extreme occupational stress, they can either decide to leave or they might fall into psychological distress, misbehaviour or resistance that will hinder their capacity to deal with the challenges of classroom's dynamics Brint, 2006;Frías-Lasserre et al, 2018). Toxic stress can, in fact, lead to depression, which, in turn can influence the student-teacher relationship or even affect students' own tolerance to stress (Frías-Lasserre et al, 2018). Other determinants to teachers' dissatisfaction include the lack of preparation, and missing mentoring/support (especially in the initial stages), which would help mitigate teachers' occupational stress when present .…”

“…So, their own pre-conceptions are likely to influence classroom dynamics Rubie-Davies et al, 2012;Denessen et al, 2020). This can be positive when it translates in empowering processes Crosnoe et al, 2010;Liebenberg et al, 2016;Denessen et al, 2020;, but it can be harmful, in terms of educational inequality, when that widens the gap for disadvantaged students Crosnoe et al, 2010;Kremling et al, 2017;Hyer et al, 2018;Frías-Lasserre et al, 2018;Denessen et al, 2020).…”

The crisis of COVID-19 and opportunities for reimagining education

“…A holistic perspective is achieved only when both biological and social factors are considered. Furthermore, it has been indicated that epigenetic markers formed as a result of negative environmental influences can be reversed (see Frías-Lasserre et al, 2018). This has highlighted the potential of providing adequate support, and possibly interventions, in the formal education space to all learners.…”