Previously we talked of the need for connectivity, this time we are going to explore how the lack of connection actually affects the brain. Below is the diagram we have been using for the brain. Below that is an explanation of what happens to the brain as a result of social isolation (lack of connections).
Brain Science:
Prefrontal cortex: People who are lonely have been found to have reduced brain volumes in the prefrontal cortex, a region important in decision making and social behavior, although some research suggests this relationship might be mitigated by personality factors.
Hippocampus: Research indicates people and other animals experiencing isolation may have smaller-than normal hippocampi and reduced concentrations of brain-derived nuerotrophic factor (BDNF), both traits are associated with impared learning and memory. Some studies indicate that levels of stress hormone cortisol, which affects and is regulated by the hippocampus, are higher in isolated animals.
Amygdala: About a decade ago, researchers found a correlation between the size of a person’s social network and the volume of their amygdale, two almond-shaped brain areas associated with processing emotion. More recent evidence suggests the amygdae are smaller in people who are lonely.
Admitted, the relationship between isolation and cognition isn’t entirely clear cut in humans. Studies of animals though are more reliable since brain samples and other types of biological data can be obtained both pre and post demise more accurately. The pandemic caused a flurry of studies on the effect of isolation.
The above was published in “The Scientist” July, 2020.
Brain Facts:
· A three –year study of adults in Spain (2019) found that loneliness and social isolation were independently associated with cognitive decline.
· A study of a nine person crew who were at an Antarctic research station showed significant isolation changes to the brain. The dentate gyrus, a region of the brain that feeds information to the hippocampus and is associated with learning and memory, shrunk by an average of 7%. The study also found reduced blood levels of brain-derived neurotrophic factor (BDNF), a protein involved in stress regulation and memory.
· Studies using the MRI to map the brains various regions found that people who scored high on a loneliness scale tended to have smaller gray matter volumes in those areas known to have a role in emotion processing.
· The “National Assessment of Educational Progress 2022” reports schools nationwide performed at record low levels in math and reading.
· The 2022 ACT report that nearly half-42%- of high school students who took the ACT in 2022 failed to meet any of the benchmarks of college readiness. (The ACT is the most accepted college admission exam in the U.S.)
· The COVID-19 pandemic spared no state or region as it caused historic learning setbacks for America’s children, erasing decades of academic progress and widening racial disparities, according to results of a national test that provide the sharpest look yet at the scale of the crisis. ( Associated Press)
So What:
1. An Interesting hypothesis is that isolation (COVID lockdown) has caused a general brain change in members of our population. For example studies show that isolation causes changes and even reductions in brain structures. The areas most likely to be affected are those associated with maturity and logical thinking. Maybe people seem weirder because they are. Could be things are getting more dangerous because basic emotional responses are more severe because some brains have physically changed. Perhaps we need to work on teaching, of all things, civility. Maybe we need to create more ways for people to engage in positive discourse not negative. Bill Clinton created a whole series of discussions and promotions around the idea of “civil Discourse.” Maybe we need to do that across the board, nationally, statewide and locally.
2. What have we done to young minds? A Look at current learning statistics says it has not been good. If we assume theories about isolation are correct then it is possible that we have shrunk the brain of our young people over the last two years. What does that mean… if studies are correct students have lost or at least not progressed in the growth of there brains, particularly the reasoning and emotional development areas. This could spell trouble for our schools in terms of student academic achievement and emotional development.
3. So….. When was the last time you heard a school board candidate, administrator or teacher talk about modifying curriculum or teaching methods to do something about addressing the connections back slide? My hypothesis is we need to understand that our kids are coming back to school with issues related to isolation and that almost everyone needs remediation. What would that be? Contact, contact, contact, quality contact.
4. As a suggestion we need to consider a little less lecture and a little more discussion. We need to involve kids more in debate and discussion to enhance learning. Maybe we need to revive the chalkboard technique. Here is what it was for me. A student goes to board and between the teacher, student and other students a problem is worked out. That’s how I learned chemistry. Not so much by reading the book. Old Dr. Price used to say, just about every class, “OK shotgun up there.” (I have no ides why I was shot gun!) I’d do my homework because I knew I would be up there and that little stress every class challenged my brain. I’m saying just a little more talk and a lot less lecture.
Another remediation is to emphasize more school clubs and a club for every student. Of course school athletics also works. I believe it is important especially now, to get our children socially involved.
Brain stimulating activities for parents might be to encourage children to be involved in positive youth groups I.E. CYO, scouting, 4h, and community centers. Another tactic might be what I experienced growing up. The one thing I experienced was a dinner or discussion at meals with my parents. My Dad would pick a topic almost every night. He would argue one side and I was expected to argue the other. If you could ask him today who would win, it would always be him. Of course he picked the topic and researched it before hand. Another tactic might be as a grand parent I sometimes throw out a word and ask grandkids to look it up. Then I ask about it later to see what they thought. As they got older I tried to get them to debate with me… the topic would be anything- just about anything.
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