Achievement or Panic

Usually I find a topic when I listen to a podcast, catch something from a psychology page I follow, or see what Dr. Becky and Adam Grant are posting. This week while I was reading the book Beartown by Fredrik Backman I found inspiration. If you know this book, it is an unlikely source of mindfulness. It is a book about a small  hockey loving town in Sweden. The picture above is a quote from the general manger of the hocky club. He was a former player who comes to a realization as a spectator rather than a player.

"It was only when he has to watch a game from the stands for the first time that he realized how close adrenaline is to panic. What rouses the body to battle and achievement are the same instincts that instill mortal dread in the brain."

And guess what, he is not wrong. Psychologically speaking, he was spot on.

Achievement and panic are closely wired in our brains. They share overlapping neural circuits and involve the same neurotransmitters. They specifically share dopamine.

What does this mean for us? Why did this stand out to me as I was reading?

Think about our students for a few minutes. Maybe pick a specific student in your class that seemingly panics when they are doing well. Can you see it? Students that "self-sabotage" when they are on the right path.

The truth of our brains comes from a classic psychology quote "what fires together, wires together." Our students may live in a state of panic at home. Our students may live with a sense of mortal dread. This is wiring strong in their brains. Then when they work toward achievement their brain becomes confused. Due to the shared neuro connections and the stronger connection to panic, our students see achievement as a threat to well-being.

It takes a lot to rewire a brain. But it is possible. 

When we work hard to create calm and a space for understanding we are helping to rewire brains. 

This is why we find mindfulness very important.

Brains are developing until about 25-28 years of age. Our students are ages 5-14. We can help create positive neuropathways. We can help wire and rewire brains.

Inner Explorer has a lot to offer us. 180 daily practices, several transition and sound practices, safety practices, and even for our upper elementary STEM related practices. 

Have you tried a safety practice? Your students might need it. I love the they are given the title, settle and sooth. Our students may need a moment to settle and sooth. It may be after a fire drill, a test, recess, specials, or when they simply come into school. They may come in needing to settle and sooth. 

We need to help rewire the panic. We need to settle and sooth to help their brains work toward seeing achievement as a positive not as a threat.

Do you need to take a mindful break? Do you have some achievement wired with panic?

Have you tried the Educator Wellbeing Inner Explorer sessions? 

This week I did SOS Where are my feet? It was less than 2 minutes and it grounded me in the moment. Try some mindfulness for yourself. Remember we need mindful moments just as much as our students.