yssa asks:

what are the effects of social and emotional problems in school performance?

In Topics: School and Academics
> 60 days ago


Answers (1)

mayfieldga , Teacher writes:
In my learning theory I have designed an upright rectangle representing our full mental energy. Very young children are able to learn more quickly because they few if any layers of mental frictions in their lives. As we get older we have that same upright rectangle of mental energy, but we slowly accumulate layers of mental frictions (pictured as horizontal lines from the bottom) that take up mental energy and hinder that much ability to think and learn.  Also as those layers accumulate they can create less mental reward for mental work expended (the child has to work harder to receive the same mental reward for work expended.   So definitely any social or emotional situations add to many other layers of mental frictions that take up mental energy.  As those layers accumulate or reach high enough, they can also create psychological suffering and shorter reflection time that can lead to many harmful escapes.  By redefining our average stress as layers of mental frictions we can then see more clearly how our individual environments do greatly affect thinking, learning, motivation, and mental/emotional health.  This can be used as a wonderful tool to help students and adults appreciate themselves and others much more so and provides a tool to help students continually improve their lives by learning how to more permanently reduce layers of mental frictions to continually change and become newer better persons.  This is far better than our current genetic models that offer no change or hope and fosters much escapism and harmful outcomes for many.

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