1. Affective Filter

Definition: The affective filter is an emotional state of stress in children during which their brain’s limbic system, particularly the amygdala, becomes hyperactive. In this state of high stress or anxiety, new sensory information is blocked from passing through the amygdala to reach the higher cognitive centers of the brain, thus preventing effective processing, learning, and long-term memory storage.

Classroom Example: A student experiencing test anxiety may find it difficult to focus or retain information during a review session, as the affective filter prevents new learning from being encoded and stored due to emotional overload.

Citation: Krashen, S. D. (1982). *Principles and Practice in Second Language Acquisition*. Pergamon Press.

2. Amygdala

Definition: A pair of almond-shaped nuclei located deep within the temporal lobes, forming part of the limbic system. The amygdala plays a central role in processing emotions, particularly fear and anxiety, and in modulating memory consolidation. When the amygdala senses a threat, its increased activity can act as an “affective filter,” hindering the passage of new sensory information to memory circuits in the cerebral cortex.

Classroom Example: When a teacher creates a safe, predictable, and welcoming classroom environment, students are less likely to feel threatened or anxious, which helps keep the amygdala calm and more receptive to engaging in learning experiences and forming new memories.

Citation: LeDoux, J. E. (1996). *The Emotional Brain: The Mysterious Underpinnings of Emotional Life*. Simon & Schuster.

3. Anxiety

Definition: Anxiety is a psychological condition characterized by excessive worry, fear, or unease that can interfere with daily functioning. It may be acute or chronic and can manifest physically (e.g., racing heart, restlessness) or cognitively (e.g., rumination, hypervigilance). In an educational context, anxiety can significantly impair a student’s ability to focus, learn, and perform academically.

Classroom Example: A student with anxiety may avoid participating in class discussions for fear of making a mistake, may exhibit perfectionism in assignments, or might experience physical symptoms like stomachaches before tests.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

4. Attachment Styles

Definition: Patterns of relating to others in close relationships, developed in early childhood based on interactions with primary caregivers. These styles influence how individuals perceive intimacy, manage emotions, and respond to connection and separation throughout their lives. They are fundamental to understanding social and emotional well-being.

There are four primary attachment styles:

• Secure Attachment: Characterized by comfort with intimacy and independence, a healthy balance between seeking closeness and autonomy, and a belief in one’s own worth and the trustworthiness of others. Individuals with this style tend to have stable and fulfilling relationships, often developed from consistently responsive and supportive caregiving in childhood.
  Classroom Example: A student with secure attachment feels comfortable seeking help from the teacher when needed, engages confidently in group activities, and is able to work independently, knowing that support is available if they encounter difficulties.
• Anxious-Preoccupied Attachment: Characterized by a strong desire for intimacy and closeness, coupled with a deep fear of rejection or abandonment. Individuals with this style often seek high levels of approval from others, can be overly dependent in relationships, and may become anxious or clingy when they perceive a threat to their connection. This style often develops from inconsistent or unpredictable caregiving in childhood.
  Classroom Example: A student with an anxious-preoccupied attachment style might frequently seek reassurance from the teacher, become visibly distressed if they perceive a lack of attention, or struggle with independent work, preferring constant teacher proximity or validation.
• Dismissive-Avoidant Attachment: Characterized by a strong sense of independence and self-sufficiency, often leading to discomfort with intimacy and emotional closeness. Individuals with this style may suppress emotions, avoid vulnerability, and prefer solitude, often stemming from caregivers who were consistently unresponsive or rejecting of their emotional needs.
  Classroom Example: A student with a dismissive-avoidant attachment style might resist group work, rarely ask for help, appear emotionally detached from peers or teachers, and prefer to handle challenges entirely on their own, even when struggling.
• Fearful-Avoidant Attachment: Also known as disorganized attachment, this style is characterized by a mix of intense desires for intimacy and a simultaneous fear of it. Individuals with this style often have inconsistent and unpredictable behaviors in relationships, stemming from caregivers who were both a source of comfort and fear. They may struggle with trust and emotional regulation, exhibiting both clingy and avoidant tendencies.
  Classroom Example: A student with a fearful-avoidant attachment might oscillate between seeking closeness with the teacher or peers and then abruptly withdrawing, exhibiting unpredictable emotional outbursts, or struggling to form consistent relationships due to a deep-seated ambivalence about intimacy and trust.

Citation: Bowlby, J. (1969). *Attachment and Loss, Vol. 1: Attachment*. Attachment and Loss. New York: Basic Books.

5. Attention

Definition: The selective focus of cognitive resources on certain stimuli or tasks while actively ignoring others. Attention is a crucial prerequisite for the effective encoding, processing, and subsequent storage of new information into memory systems. It allows the brain to prioritize and allocate limited cognitive resources.

Classroom Example: A teacher uses various strategies like varying vocal tone, incorporating movement, or posing intriguing questions to capture and sustain student attention during a lesson, knowing that sustained attention is vital for information to enter working memory and be processed effectively.

Citation: Posner, M. I., & Rothbart, M. K. (2007). Research on attention networks as a model for the integration of psychological science. *Annual Review of Psychology*, *58*, 1–23.

6. Bipolar Disorder

Definition: A mental health condition characterized by significant mood swings that include emotional highs (mania or hypomania) and lows (depression). These episodes can affect energy, activity levels, concentration, and the ability to carry out daily tasks. Formerly known as manic-depressive illness.

Classroom Example: A student with bipolar disorder might experience periods of intense creativity and high energy followed by periods of severe withdrawal, difficulty concentrating, and lack of motivation, requiring flexible academic accommodations and support.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

7. Borderline Personality Disorder (BPD)

Definition: A mental health disorder characterized by unstable moods, behavior, and relationships. Symptoms include intense fear of abandonment, impulsive and risky behavior, rapid mood swings, unstable self-image, and difficulty managing emotions, often leading to chaotic interpersonal relationships.

Classroom Example: A high school student with BPD might exhibit intense emotional reactions to perceived slights from peers or teachers, struggle with consistent attendance due to emotional dysregulation, or engage in self-harming behaviors, requiring a highly supportive and structured environment with clear boundaries.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

8. Burnout

Definition: A state of emotional, physical, and mental exhaustion caused by prolonged or excessive stress, particularly in demanding professional roles like education. It is characterized by feelings of overwhelming depletion, cynicism or detachment from one’s job, and a reduced sense of personal accomplishment, impacting both well-being and effectiveness.

Classroom Example: A teacher experiencing burnout might feel constantly drained, lose enthusiasm for teaching, struggle to engage positively with students or colleagues, and find it difficult to maintain effective classroom management strategies due to emotional and physical fatigue.

Citation: Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). *Maslach Burnout Inventory manual*. Consulting Psychologists Press.

9. Central Nervous System (CNS)

Definition: The major control center of the body, composed of the brain and the spinal cord. The CNS integrates information received from all parts of the body, processes it, and coordinates appropriate responses, serving as the primary hub for thought, emotion, and movement. Its health is fundamental to mental well-being and learning.

Classroom Example: In a science class, students build models of the brain and spinal cord using clay or pipe cleaners to better understand the physical components of the central nervous system and how messages are transmitted throughout the body for sensation, thought, and action, linking anatomy to function.

Citation: Bear, M. F., Connors, B. W., & Paradiso, M. A. (2016). *Neuroscience: Exploring the brain* (4th ed.). Wolters Kluwer.

10. Cerebellum

Definition: A large, cauliflower-shaped structure located at the back of the brainstem, beneath the cerebral cortex. While primarily known for its role in motor coordination, balance, and procedural memory (e.g., riding a bike), recent research also points to its involvement in cognitive functions, emotional regulation, and even language, making it relevant to overall mental functioning.

Classroom Example: Beyond physical activities, a teacher might note that students who struggle with organizing thoughts for writing or planning complex projects might benefit from activities that indirectly engage the cerebellum, as it contributes to cognitive sequencing and timing.

Citation: Schmahmann, J. D. (2010). The cerebellum and emotion. *The Cerebellum*, *9*(4), 589–604.

11. Cognition

Definition: The mental process by which individuals acquire knowledge and understanding through thought, experience, and the senses. It encompasses a wide range of mental processes including attention, memory, perception, language, problem-solving, reasoning, and decision-making, essentially referring to all aspects of thinking and knowing that underpin learning and mental health.

Classroom Example: When students analyze a character’s motivations in literature, develop hypotheses in a science experiment, or strategize during a history debate, they are actively engaging in various cognitive processes that underpin their learning and understanding, and which can be impacted by mental health challenges.

Citation: Anderson, J. R. (2010). *Cognitive Psychology and Its Implications* (7th ed.). Worth Publishers.

12. Cognitive Distortions

Definition: Irrational or biased ways of thinking that are often habitual and lead to negative emotions and inaccurate perceptions of reality. These distorted thought patterns (e.g., catastrophizing, black-and-white thinking, overgeneralization) can contribute to and maintain mental health conditions like anxiety and depression.

Classroom Example: A student who performs poorly on a test might engage in cognitive distortion by thinking, “I’m a complete failure, and I’ll never succeed at anything.” A teacher can help by challenging this thought and encouraging a more balanced perspective, such as “You struggled on this test, but you can learn from it and improve.”

Citation: Beck, A. T. (1976). *Cognitive therapy and the emotional disorders*. International Universities Press.

13. Complex Post-Traumatic Stress Disorder (CPTSD)

Definition: CPTSD involves chronic trauma—often relational or repeated over time—and is marked by emotional dysregulation, distorted self-concept, and difficulties with relationships. It is commonly seen in people who have experienced childhood abuse, neglect, or prolonged domestic violence. Unlike single-incident PTSD, CPTSD results from prolonged, repeated trauma, particularly in contexts where escape is difficult or impossible.

Classroom Example: A student with CPTSD might appear detached, anxious, or angry, and may struggle to trust adults or follow routine expectations in the classroom due to a history of unpredictable and harmful environments. They might also have difficulty forming stable peer relationships.

Citation: Herman, J. L. (1992). *Trauma and Recovery*. Basic Books.

14. Depersonalization

Definition: A dissociative symptom characterized by a persistent or recurrent feeling of detachment or estrangement from one’s own body, thoughts, feelings, or actions. Individuals may feel like an outside observer of their own mental processes or body, as if they are watching themselves in a movie or are a robot.

Classroom Example: A student experiencing depersonalization might describe feeling “unreal” or “like a zombie” during class, struggling to engage with the lesson or interact with peers because they feel disconnected from their own experience.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

15. Depression

Definition: A mood disorder that involves persistent sadness, loss of interest or pleasure in activities, and impaired cognitive and emotional functioning for at least two weeks. It can vary in severity and duration and may affect appetite, sleep, energy levels, concentration, and academic performance, significantly impacting daily life.

Classroom Example: A student with depression may show decreased motivation, withdraw from peers, struggle to complete assignments on time, exhibit changes in sleep patterns (e.g., falling asleep in class), or express feelings of hopelessness, requiring empathetic support and potential referral to mental health services.

Citation: National Institute of Mental Health. (2022). *Depression*. Retrieved from https://www.nimh.nih.gov/health/topics/depression

16. Derealization

Definition: A dissociative symptom characterized by a persistent or recurrent feeling of detachment or unreality regarding one’s surroundings. Individuals may perceive the world as distorted, dreamlike, foggy, lifeless, or artificial, even though they know it’s not.

Classroom Example: A student experiencing derealization might describe the classroom as looking “fake” or “like a movie set,” making it difficult for them to process information, participate in discussions, or feel fully present in the learning environment.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

17. Dopamine

Definition: A key neurotransmitter in the brain that plays a crucial role in regulating attention, motivation, pleasure, reward-stimulated learning, and executive functions. Dopamine release increases in response to novel stimuli, rewards, positive experiences, and unexpected outcomes, reinforcing behaviors and enhancing focus. Imbalances can contribute to mood disorders and ADHD.

Classroom Example: A teacher uses strategies like positive feedback, gamification, novelty in lesson delivery, and opportunities for student choice to trigger dopamine release, which can significantly improve students’ sustained attention, motivation, and engagement in learning tasks, especially for those who struggle with focus.

Citation: Schultz, W. (2002). Getting formal with dopamine and reward. *Neuron*, *36*(2), 241–263.

18. Emotional Regulation

Definition: The ability to monitor, evaluate, and modify one’s emotional responses in a way that is socially appropriate and conducive to achieving personal goals. It involves strategies to manage the intensity, duration, and expression of emotions, crucial for mental well-being and healthy social interactions.

Classroom Example: A student who feels angry after a peer insults them learns and applies strategies like taking deep breaths, counting to ten, or walking away before responding, demonstrating effective emotional regulation rather than reacting impulsively.

Citation: Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. *Review of General Psychology*, *2*(3), 271–299.

19. Executive Functions

Definition: A set of higher-level cognitive processes primarily mediated by the prefrontal cortex that enable conscious control over one’s thoughts, emotions, and actions to achieve goals. These functions include planning, organizing, prioritizing, sequencing, working memory, self-monitoring, inhibition, and cognitive flexibility, all of which are vital for academic success and daily functioning, and can be impacted by mental health conditions.

Classroom Example: A teacher scaffolds a multi-step research project by providing graphic organizers for planning, modeling time management strategies, and using checklists for self-monitoring, thereby explicitly supporting the development of students’ executive function skills needed for complex academic tasks.

Citation: Diamond, A. (2013). Executive functions. *Annual Review of Psychology*, *64*, 135–168.

20. Hippocampus

Definition: A curved, seahorse-shaped structure located deep within the medial temporal lobe of each cerebral hemisphere, forming a crucial part of the limbic system. The hippocampus plays a major role in the formation of new declarative memories (facts and events), memory consolidation (transferring short-term to long-term memory), and spatial navigation and memory. It is highly vulnerable to stress and trauma, impacting memory function in mental health conditions.

Classroom Example: During a field trip to a historical museum, students remember new content better when the teacher actively connects it to previously learned material or asks them to create a mental map of the museum, thereby activating the hippocampus’s role in memory consolidation and spatial memory.

Citation: Squire, L. R., & Zola-Morgan, S. (1991). The medial temporal lobe memory system. *Science*, *253*(5026), 1380–1386.

21. Isolating

Definition: In a mental health context, “isolating” refers to the act of withdrawing from social interaction, friends, family, and activities that were once enjoyed. This behavior can be a symptom of various mental health conditions like depression or anxiety, or a coping mechanism for overwhelming emotions or trauma.

Classroom Example: A student who suddenly stops participating in group activities, eats lunch alone, or avoids eye contact with peers and teachers might be isolating due to mental health struggles, signaling a need for teacher check-ins and potential support.

22. Limbic System

Definition: A complex set of functionally linked brain structures located beneath the cerebral cortex, including the hippocampus, amygdala, thalamus, and hypothalamus. This system is primarily involved in regulating emotions, motivation, memory formation, and processing complex socio-emotional information, playing a key role in how emotional states influence learning and mental well-being.

Classroom Example: A classroom that prioritizes emotional safety, encourages open communication, and incorporates collaborative discussion can positively engage the limbic system, leading to enhanced memory retention, increased motivation, and improved social-emotional well-being among students, reducing the impact of emotional distress on learning.

Citation: Rolls, E. T. (2015). Limbic systems for emotion and for memory, but no single limbic system. *Cortex*, *62*, 119–157.

23. Long-Term Memory

Definition: A memory system that stores information over extended periods, ranging from minutes to a lifetime. Long-term memory is formed when information from short-term (working) memory is strengthened through repeated review, active recall, and meaningful association with existing neural patterns and prior knowledge, resulting in durable physical changes in neuronal circuits. Mental health conditions can sometimes affect memory encoding and retrieval.

Classroom Example: A teacher helps students retain complex science vocabulary by implementing spaced repetition, encouraging them to create concept maps, and connecting new terms to real-life examples and personal experiences, thereby facilitating the transfer of information into long-term memory, which can be challenging for students experiencing cognitive impacts of mental health issues.

Citation: Ebbinghaus, H. (1885). *Memory: A contribution to experimental psychology*. Dover Publications.

24. Metacognition

Definition: “Thinking about thinking”; it refers to an individual’s knowledge about their own cognitive processes and the ability to monitor, regulate, and direct their learning and problem-solving strategies. In education, fostering metacognition empowers learners to become more strategic and self-directed, which is particularly important for students managing mental health challenges that affect concentration or executive functions.

Classroom Example: After completing a challenging writing assignment, students engage in metacognitive reflection by discussing which planning strategies helped them stay organized, what challenges they encountered, and how they might adjust their approach for future assignments to optimize their learning process, building self-awareness and self-regulation.

Citation: Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. *American Psychologist*, *34*(10), 906–911.

25. Mindfulness

Definition: The practice of intentionally bringing one’s attention to the present moment without judgment, often cultivated through meditation and specific exercises. In educational and mental health contexts, mindfulness can help students and teachers manage stress, improve emotional regulation, enhance focus, and reduce reactivity to difficult thoughts or feelings.

Classroom Example: Before a test or a challenging activity, a teacher leads students through a short guided breathing exercise or a brief body scan to help them calm their nerves, improve concentration, and increase their present-moment awareness, thereby reducing anxiety and improving performance.

Citation: Kabat-Zinn, J. (1990). *Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness*. Delta.

26. Neocortex

Definition: The most recently evolved part of the cerebral cortex, responsible for higher-order brain functions suchs as sensory perception, cognition, generation of motor commands, spatial reasoning, and language. It is involved in complex thought processes, abstract reasoning, and conscious decision-making, distinguishing human cognitive abilities.

Classroom Example: When students engage in complex problem-solving, develop abstract scientific theories, or participate in philosophical debates, they are primarily utilizing their neocortex for advanced cognitive processing and critical thinking.

Citation: Fuster, J. M. (2003). *Cortex and mind: Unifying cognition*. Oxford University Press.

27. Post-Traumatic Stress Disorder (PTSD)

Definition: A mental health condition triggered by experiencing or witnessing a terrifying event. Symptoms may include flashbacks, nightmares, severe anxiety, and uncontrollable thoughts about the event. Unlike CPTSD, which results from prolonged or repeated trauma, PTSD is typically associated with a single, distinct traumatic event.

Classroom Example: A student who witnessed a traumatic event might exhibit symptoms of PTSD such as easily being startled by loud noises, having difficulty concentrating due to intrusive thoughts, or avoiding discussions related to the trauma, requiring a sensitive and supportive educational approach.

Citation: American Psychiatric Association. (2013). *Diagnostic and Statistical Manual of Mental Disorders (5th ed.)*.

28. Prefrontal Cortex (PFC)

Definition: The most anterior part of the frontal lobes, serving as the brain’s executive control center. The PFC is a hub of neural networks involved in complex cognitive functions, including working memory, planning, decision-making, judgment, emotional regulation, attention focusing, abstract thinking, problem-solving, and linking information to appropriate actions. It allows for the conscious evaluation and manipulation of information to form long-term memories.

Classroom Example: A teacher asks students to evaluate the credibility of different online sources when conducting a research project, requiring them to activate their PFC networks for critical thinking, information evaluation, and conscious decision-making about source reliability.

Citation: Miller, E. K., & Cohen, J. D. (2001). An integrative theory of prefrontal cortex function. *Annual Review of Neuroscience*, *24*, 167–202.

29. Resilience

Definition: The capacity of individuals to adapt well in the face of adversity, trauma, tragedy, threats, or significant sources of stress. In an educational context, it’s the ability to bounce back from academic or social setbacks and maintain well-being despite challenges.

Classroom Example: After failing a test, a resilient student seeks feedback, studies harder, and performs better on the next assessment, demonstrating their ability to recover and grow from a setback.

Citation: Masten, A. S. (2001). Ordinary magic: Resilience processes in development. *American Psychologist*, *56*(3), 227–238.

30. Self-Awareness

Definition: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. This includes assessing one’s strengths and limitations with a well-grounded sense of confidence and purpose, forming a foundational component of emotional intelligence.

Classroom Example: A student identifies that they feel frustrated when they don’t understand a math concept and develops a strategy to ask for help rather than giving up, demonstrating self-awareness of their emotional state and learning needs.

Citation: Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). *Core SEL Competencies*.

31. Self-Talk

Definition: Self-talk refers to the internal dialogue a person has with themselves. It can be positive and encouraging, promoting adaptive behavior, resilience, and self-efficacy, or it can be negative and critical, reinforcing doubt, low self-worth, and hindering performance.

Classroom Example: A student who practices positive self-talk might say, “I can try again, I’ll figure this out” after making a mistake on an assignment, whereas negative self-talk might sound like, “I’m just bad at this, there’s no point in trying.” Teachers can encourage positive self-talk.

Citation: Seligman, M. E. P. (2006). *Learned Optimism*. Vintage.

32. Shame

Definition: Shame is a painful, self-conscious emotion resulting from the perception that one is fundamentally flawed, inadequate, or unworthy of connection. Unlike guilt (which relates to specific behaviors), shame targets the self and can erode a student’s confidence, sense of belonging, and willingness to take risks in learning.

Classroom Example: A student who struggles with shame may deflect praise, avoid attention, react defensively to constructive feedback that triggers feelings of inadequacy, or hide mistakes rather than seeking support, impacting their learning and social interactions.

Citation: Brown, B. (2006). *Shame Resilience Theory*. In *The Journal of Counseling & Development*, *84*(1), 1–10.

33. Social-Emotional Learning (SEL)

Definition: The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. SEL is crucial for overall well-being and academic success.

Classroom Example: A morning meeting where students share their feelings and practice active listening supports their social-emotional development. Implementing restorative circles to resolve conflicts also builds SEL competencies like relationship skills and responsible decision-making.

Citation: Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). *What is SEL?* Retrieved from https://casel.org/what-is-sel/

34. Trauma-Informed Practice

Definition: An approach in education and other fields that recognizes the widespread impact of trauma on individuals and understands potential paths for recovery. It integrates knowledge about trauma into policies, procedures, and practices to avoid re-traumatization and promote healing, safety, and resilience among students and staff.

Classroom Example: A teacher using trauma-informed practices avoids yelling or sudden loud noises, provides predictable routines, offers choices to students who might feel a lack of control, and focuses on building trusting relationships to create a safe and supportive learning environment for all students, especially those who have experienced trauma.

Citation: Fallot, R. D., & Harris, B. G. (2009). *Creating cultures of trauma-informed care (CCTIC): A self-assessment and planning protocol*. Community Connections.