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When kids learn about their brain, they learn to communicate more effectively.

When children feel overwhelmed, they practice simple tools—like slow breathing or counting their fingers.

They learn that big feelings aren’t “bad”—they’re signals.

Shift in labeling their emotions moves children away from identifying as their emotions to observing them.

What if one of the most powerful ways to support children’s mental health and self-esteem… was simply teaching them how their brains work?

It may sound simple—and it can be life-changing. When children understand their brains, they begin to understand themselves and others on a deeper level.

And here’s the exciting part: neuroscience isn’t just for high school anymore. It’s becoming part of everyday learning—even for the youngest minds.

When kids learn about their brains, they learn to communicate more effectively. It can be broken down where kids are learning about their “brain team,” describing the different brain parts and functions. There’s the amygdala—the emotional brain. The brainstem—keeping the body safe and running. And the prefrontal cortex—the “wise brain,” helping with decision-making, problem-solving, and thoughtful choices.

And they’re not just learning the names—they’re learning what to do with that knowledge.

Kids are learning to communicate things where they can say, “I am full of big emotions right now, and my wise brain is momentarily offline. I need to take a few moments to reboot.” Understanding how the brain functions does two things for growing minds. First, children are learning to externalize the problem, allowing them to depersonalize the experience. This leads them to create a solution where they are not overruled by emotions. Second, it teaches the importance of impermanence. When a child labels that their brain is momentarily offline, they understand that in time it will be back online, and this allows them to transition from being stuck to unstuck.

When children feel overwhelmed, they practice simple tools—like slow breathing or counting their fingers. These small moments help shift them from stress and reactivity… back to calm and clarity. Having an action that allows them to manage their emotions independently builds their self-esteem and resilience. Even more powerful? Talking with kids about their brains builds awareness. It helps them realize: “My brain is doing something right now—and I can work with it.”

As I highlight in my book, Insight into a Bright Mind, every child’s brain is wired uniquely. Each child experiences the world in their own way. And yet, all brains share the same core systems—for emotion, communication, and decision-making. Our unique genetic and environmental interactions, nature and nurture, influence how children respond emotionally, physically, mentally, sensorially, imaginatively, and spiritually.

When kids learn about their unique brains and processing, something powerful happens. They begin to make sense of their inner world. They can understand how to work with their feelings.

They learn that big feelings aren’t “bad”—they’re signals.

They learn that big feelings aren’t “bad”—they’re signals.

That anxiety isn’t who they are—it’s something happening in their brain and body.

That anxiety isn’t who they are—it’s something happening in their brain and body.

And most importantly… they learn they have tools to respond.

And most importantly… they learn they have tools to respond.

When a child is in emotional overwhelm, the brain’s stress center—the amygdala—is at work. That’s when we see big reactions like fight, flight, flee, or freeze. They are in a stress response.

With awareness of how their brains work, children can learn to bring their “wise brain” back online—the prefrontal cortex—so they can pause, reflect, and choose how to respond instead of reacting automatically. This is a lifelong process of practicing even-mindedness. Why not give kids the tools sooner rather than later? This way, children can become empowered to emotionally regulate!

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From "I Am" to "I Feel"

Children can learn to reframe their thinking.

This shift in labeling their emotions moves children away from identifying with their emotions to observing them. And each time this happens a child shuts to a new mindset. They no longer identify as "I am an anxious person.”

Rather, they have a brain-aware mindset and can express, “I am experiencing a moment of anxiety. My amygdala is sending out a false alarm. I hear you, worry, but I’ve got this."

This shift is a turning point in emotional regulation. Not by shutting feelings down… but by understanding them. Each time we do this, the brain develops new brain patterns where emotional awareness is turned on, and emotional reactivity takes a backseat.

This happens through neuroplasticity—the brain’s ability to change—children can actually build new patterns over time. With simple, consistent practices like mindful breathing, body awareness, and naming emotions, kids are literally shaping how their brains respond to stress. They can take control of their brain and body and communicate effectively.

Through all of this, kids are able to increase their interpersonal skills. Building their social connection with others. The heart of social and emotional learning is where children build the skills to manage emotions, show empathy, form healthy relationships, and make thoughtful decisions. When they do this, they build better relations with others. But beyond skills, this kind of learning nurtures something even deeper: increasing positive connection and emotions. Children feel joy and hope.

They begin to see that their thoughts can shift… their feelings can change… and their brains can grow.

Through this, they learn that they not only can change their emotional states, but they can also change their thought patterns. They learn to reframe their thoughts. They learn simple reframing tools—like saying,“I’m safe,”“I’ve got this,”or even, “Thank you, worry… I hear you.”

They learn they can gently guide their minds toward positivity. It can even be fun.

Something as simple as a “gratitude game” on the drive home from school—naming a few good things from the day—can boost positive brain chemistry and help children return to a sense of calm. Think of it as a “gratitude shower” for the brain—building patterns of positivity, connection, and emotional balance. The positivity of gratitude has long-lasting benefits for boosting a child’s mood for five hours.

Over time, these small practices add up to something powerful: greater self-awareness, confidence, and courage to be exactly who they are.

At a time when many children are facing rising stress and anxiety, this simple shift—from telling kids what to do… to helping them understand why they feel the way they do—may be one of the most powerful tools we have.

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Goldberg H. Growing Brains, Nurturing Minds-Neuroscience as an Educational Tool to Support Students' Development as Life-Long Learners. Brain Sci. 2022 Nov 26;12(12):1622. doi: 10.3390/brainsci12121622. PMID: 36552082; PMCID: PMC9775149.

Keysers C, Gazzola V. Hebbian learning and predictive mirror neurons for actions, sensations and emotions. Philos Trans R Soc Lond B Biol Sci. 2014 Apr 28;369(1644):20130175. doi: 10.1098/rstb.2013.0175. PMID: 24778372; PMCID: PMC4006178.

Résibois M, Verduyn P, Delaveau P, Rotgé JY, Kuppens P, Van Mechelen I, Fossati P. The neural basis of emotions varies over time: different regions go with onset- and offset-bound processes underlying emotion intensity. Soc Cogn Affect Neurosci. 2017 Aug 1;12(8):1261-1271. doi: 10.1093/scan/nsx051. PMID: 28402478; PMCID: PMC5597870.

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