This year, USN introduced a new kind of class, one that does not just teach students what to learn, but how their brains learn.
Brain Health and Wellbein is run as an indepednent study course. Director of Counseling Beth Eberl is the sponsor, and it is taught by Dr. Kristen Gilliland. The coures gives students a chance to explore complex processes that take place inside the teenage brain by learning more about their feelings, behaviors, and decisions.
A PERSONAL MISSION
This is not just an academic program for Gilliland, but something very close to her heart, something that has taken shape because of a tragic experience combined with a ray of hope. The reason why she started teaching about brain health was because of the death of her son, Anders, who passed away at 22 years old due to an accidental drug overdose.
“I wanted to go upstream,” Gilliland explains, “and start educating youth about their developing brain before anxiety and depression might completely take hold– before they might want to use substances to numb themselves.”
Her approach is preventative, seeking to educate students at a crucial time when their brains are still developing and before negative behavioral patterns become entrenched.
Gilliland founded the 22 Forever organization in honor of Anders, dedicating herself to brain health education and prevention. Through her work at Vanderbilt University School of Medicine and her previous position as Professor Emeritus at California Polytechnic State University, she brings both scientific expertise and personal understanding to her teaching.
THE SCIENCE BEHIND THE CURRICULUM
This course runs for 15 weeks, with the curriculum focusing on learning through scientific study and participation in engaging activities. Eight units cover topics from fundamental aspects of brain structure, all the way to the impact of social media on brain development. Key topics include neuroplasticity (the brain’s ability to reorganize and form new neural connections), stress management, substance abuse prevention, and the impact of technology on the adolescent brain.
According to Gilliland, adolescence is an important period for brain developments, regardless of whether such developments are evident.
“You can see your body growing,” she explains, “but you can’t see the biological changes happening in your brain.”
It is important to note that, during this period of time, the brain is very adaptable. This means that the environment, actions, and experiences can shape one’s brain. By taking part in this course, students will learn that they can influence themselves in ways that they may not have thought possible.
In light of this, one of the core objectives of the class is to allow students to become aware of their ability to affect their wellbeing. As much as most teenagers are aware of the importance of physical well-being, such as exercise, eating healthy food, and getting enough rest, few understand the degree to which their decisions and opinions about themselves impact their brains.
BEYOND PHYSICAL HEALTH
A central goal of the course is that students become aware of how they are able to influence their own mental and emotional wellbeing. Although many teens know the value of staying healthy physically– through sufficient sleep, exercise, and eating healthy – many do not realize the role that choices and environments play in brain development.
Students explore the real-world implications of brain science through such topics as the brain’s reward system, which reacts in different ways to different stimuli, including social media notifications, and the use of mind-altering drugs and substances. Other key concepts include the brain’s dopamine pathway and stress response system.
Gilliland places special emphasis on the impact of high-potency cannabis, alcohol, nicotine, and opioids on the developing brain, giving students a scientific understanding instead of advising them to “just say no.”
EMOTIONAL INTELLIGENCE AND SELF COMPASSION
The course also takes into account other factors of one’s emotional and psychological development.
“When we learn the skills of mindful awareness, connection, insight, and purpose,” she explains, “we realize that the uncomfortable times in our lives are our best teachers.” Through this course, students would come to know that difficult times are temporary, but also they help build one’s confidence and self-awareness.
Gilliland even gets her students to confront a feeling they may be doing everything possible to avoid: boredom. Living in a time where we are constantly bombarded with stimulation of all sorts, Gilliland teaches students that “boredom is awesome,” and that it helps us become more creative in various ways.
As a student in the inaugural class, I’ve found that the course goes beyond typical classroom learning. It is not simply a matter of studying, for it involves self-reflection and application of knowledge to everyday life.
One of the results that came out of it was the fact that some students were eager to continue their involvement with the 22 Forever project, like sharing their experiences with middle school students and promoting brain health.
With growing discussion around mental wellness, it has become increasingly important for USN to take a forward-thinking approach like the Brain Health and Wellbeing course.
Through teaching the workings of their brain and the implications of their choices, the course is not only informative; it is empowering and enlightening – more important than ever amid today’s pressures for students.
