Many of us remember vividly being yelled at or feeling threatened by a family member, a teacher, or a boss.
Terrifying experiences often get
imprinted in our memory; remembering frightening events is essential to avoid
them in future. It is a normal reaction that promotes our survival.
This strong connection between fear
and memory may lead us to think fear can be an effective learning tool.
Research shows, however, fear can have long-term negative consequences for
children and adults alike – and can actually make it harder to learn in
meaningful ways.
Here's what the research says about
how and what we learn when we are scared.
How fear affects children's learning
Fear is designed to protect us from
current and future danger.
If children are faced with
experiences that trigger fear, they learn to avoid new experiences – as opposed
to exploring, engaging, and approaching the unknown with curiosity.
Consistent exposure to fear changes
how the brain reacts to the outside world. Fear triggers a stress response in
the brain and puts it in a state of alert; we become hyper ready to react
swiftly and decisively to incoming threats.
This may be appropriate if, for
example, you are confronted by an aggressive stranger. But such high levels of
reactivity are not productive in learning environments like school, where we
are asked to be open to new experiences and create innovative solutions.
In fact, the areas of the brain
activated when we're scared are different to those we use when thinking
carefully how to address a tricky problem. Research has shown the more
primitive parts of the brain take over the activity of the prefrontal cortex,
the brain's “control centre”, when we're in a state of fear.
This means planning, making sound
decisions and using our existing knowledge becomes very difficult if we feel
threatened or afraid.
Children learn fear from the adults
in their lives
Adults play a critical role in the
healthy development of fear responses by modelling reactions to unknown
situations. They also provide (or fail to provide) safe environments that
promote children's exploration.
Fear can be easily learned from
significant adults. Studies have shown both toddlers and school-aged children
learn to avoid new experiences if their parents communicate or show signs of
fear in reference to them.
Think, for instance, about how a child
can learn to fear animals by seeing how their parents react to them. Or, for
example, the way constant warnings to “be careful!” may end up making a child
too anxious to climb trees or take risks as they use play equipment.
Adult behaviours also affect the
degree to which children feel safe to be themselves and explore the world with
confidence.
Studies investigating the behaviours
of parents have consistently shown harsh parenting (involving physical and
verbal aggression) is related to poorer outcomes in children including academic
underachievement, higher levels of aggression and anxiety and poor peer
relationships.
The opposite is the case for parents
who, while providing structure and reasons for boundaries, are warm and
encourage autonomy.
Teachers also play a pivotal role in
the development of fear responses. Students are more likely to be motivated and
function well in classrooms if teachers are “autonomy-supportive”.
This means teachers: have a curious
and open attitude towards students' interests -seek their perspective and offer
choices -invite their thoughts, and-accept a range of emotions (from
frustration, anger and reticence to playfulness, joy and curiosity).
How fear affects learning in adult
life
Many people who experience anxiety in
adulthood have been exposed in their childhood to environments where they have
felt consistently threatened.
These adults may end up avoiding
taking on new tasks, considering multiple viewpoints, and responding to
questions. These are all skills employers usually value.
Work environments that induce fear
can also be counterproductive and stressful.
Research suggests when employees
perceive their work environments as unsafe, they are more likely to experience
burnout, anxiety and stress. Stressful situations can also interfere with our
ability to apply what we know flexibly to new situations.
On the flip side, researchers argue
that a trusting relationship between employees and their managers can affect
workers' willingness to show vulnerability and take on tasks that involve
uncertainty.
Researchers have also found positive
relationships at work can encourage to creativity in the workplace, which makes
work more interesting and enjoyable.
So, what do we learn when we are
scared?
Yes, we learn from fear. The question
is: what do we learn?
In response to threats and hostility,
we learn to avoid challenge and comply with external rules (instead of
wondering how systems can be improved). We protect our feelings and restrict
our thoughts to what is safe.
Is this the kind of learning that
allows us to grow and develop?
More than ever, children and adults
are required to collaborate in creative ways to address difficult problems.
This means dealing with uncertainty
and accepting that sometimes we make mistakes or fail.
That requires safe and nurturing
environments – not home, school or work settings that are ruled by fear.
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