# data[].attributes.body
Topic: How Poverty Impacts on Education
http://www.scilearn.com/blog/ten-facts-about-how-poverty-impacts-education
http://lsuonline.lsu.edu/articles/education/how-does-poverty-affect-education.aspx

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Topic: The effects of a single parent home on males acadmic success.
http://www.jstor.org/stable/pdf/584295.pdf?refreqid=excelsior%3A1fcbc7f6c510a7ff4acdabbee0e7db25

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Topic: the effects of cultural learning https://www.cambridge.org/core/journals/behavioral-and-brain-sciences/article/cultural-learning-is-cultural/5611E522C3B706916DD3618ED4FCA62A

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http://www.npr.org/sections/health-shots/2011/08/29/139973743/think-youre-an-auditory-or-visual-learner-scientists-say-its-unlikely

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Topic: Education and Socioeconomic Status

http://www.apa.org/pi/ses/resources/publications/education.aspx

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Topic: Learning to Learn

https://hbr.org/2016/03/learning-to-learn

Topic: Effective Learning Strategies

https://www.education.com/reference/article/effective-learning-strategies/

Topic: Why Students Think They Understand When They Don't

http://www.readingrockets.org/article/why-students-think-they-understand-when-they-dont

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Bilingualism affects the brain

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Topic : The effects of stereotyping in schools.

education.seattlepi.com/effects-stereotyping-schools-2035.html

# data[].attributes.body
Topic: Student-Teacher Relationship

http://steinhardt.nyu.edu/appsych/opus/issues/2013/fall/gallagher

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Topic: Benefits of similar raced students and teachers
https://www.brookings.edu/blog/brown-center-chalkboard/2016/08/19/the-many-ways-teacher-diversity-may-benefit-students/

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Sleep, stress & mood: the healthy trinity of executive performance

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There's so much rich insight coming out of the academic sector that HR professionals need to know. At Academics' Corner we feature the best HR researchers that tell you what they've found and what you need to do differently on the back of the research. Get connected to the academic sector through Academics' Corner and make sure you never miss another piece of key research again. If you're an academic with a relevant story, please get in touch on [email protected] .
While few people, thankfully, will have experienced the kind of physical or psychological effects associated with severe sleep deprivation, most people in demanding work roles and - indeed - anyone that has raised children will be acutely aware of the impact that even a moderate amount of tiredness can have on a their mood and levels of stress.

There is some irony that, while the Geneva Convention prohibits interrogators from undertaking acts that would deprive a prisoner of sleep in war, consistently burning the midnight oil is still seen as a badge of honour in business.

Myths abound around how much sleep people can get by on. Margaret Thatcher's image was reinforced by her (in)famous ability to get by on just four hours a night. Perhaps inspired by the Iron Lady, it has been reported that Donald Trump claims he needs just three.

Entire industries from the City of London to Silicon Valley have been defined in part by macho long-hours / high-stress cultures; the success of these sectors has been achieved at a high price.

Less than 3% of people can operate well on a consistently small number of hours sleep. The vast majority of us need somewhere around eight hours good sleep each night, though it is still regarded as 'normal' to sleep between 4 and 12.

Lack of sleep can quickly have as damaging an effect on people's ability to concentrate and perform as significant levels of alcohol can.

But while a boozy lunch on work time is no longer seen as acceptable, it is probably safer to be drunk than sleep impaired once you hit a certain level.

At its extremes tiredness has played a factor in many major disasters over recent decades. Hundreds of people are killed every year on British roads as a result of people falling asleep at the wheel.

Neuroscience shows that even beyond matters of life and death, lack of sleep is bad for business.

It is probably safer to be drunk than sleep impaired once you hit a certain level.

The dorsolateral prefrontal cortex, an area of the brain responsible for decision making, working memory and planning, hibernates during sleep, allowing mental connections and creative associations to occur.

The importance of sleep in learning

Having a good sleep after learning something new also improves the chances that we will remember it in a way that makes it practical.

The brain has free rein while we are asleep to sort through the information it has taken in during the day and decide what is important. The sleeping brain sorts and connects information without the distractions or justifications of a conscious mind.

Insufficient sleep means we are not giving our brains time to integrate information in a meaningful way and are therefore operating at a suboptimal level.

Day-to-day decision making, problem solving and creativity become much more difficult when we are sleep deprived. It also becomes harder for us to regulate our emotions and handle stress.

Do you know about the amygdala?

The amygdala, which lies inside the brain's temporal lobes and regulates our emotions, emotional behaviour and motivation, often over-reacts when sleep-deprived and causes people to respond over-hastily.

We've also seen how tired children respond differently to rested children in given situations; the same effect is true - albeit generally more measured - in adults.

Research undertaken by the NeuroLeadership Institute and its faculty member Professor Jessica Payne has shown that sleep levels are closely related to stress and mood, and that good sleep is one of three key states required for the human brain to maintain its resilience and perform optimally.

The role of fatigue in stock market value

When the former CEO of Lloyds Bank stepped down citing stress and "extreme fatigue", it wiped almost a billion off the bank's market value, and the world of business became more acutely aware of just how damaging such things can be to a company's performance and reputation.

In my experience, working with executives over many years and researching executive stress, it is clear that we all experience some level of stress in our lives and business leaders must be adept at managing and mitigating stressful situations on a daily basis if they are to have any sort of career longevity.

Neuroscience shows that the brain works at its best under moderate levels of stress. If stress is too high we become anxious and can't process information properly. If they are too low, our brains tend to relax and we can miss information coming through.

Small, positive social signals such as a smile or a pat on the back can cause others to see a challenge more positively

Neuroscience shows that good sleep is crucial for optimal brain function, alongside a moderate level of stress and positive affect (positive mood). These elements are intrinsically related.

Cortisol, a life sustaining adrenal hormone known as the "brain's stress chemical", is released to combat the weariness of sleep deprivation. However, its accumulation is damaging for performance.

Positive affect refers to the extent to which an individual subjectively experiences positive moods such as joy, interest, and alertness. Moods are contagious. Small, positive social signals such as a smile or a pat on the back can cause others to see a challenge more positively, stimulating greater creativity and willingness to contribute to team efforts.

Poor sleep affects our mood and makes us more stressed. A bad mood tends to make sleep and stress worse. When we have high levels of all three we experience significant cognitive impairment, with further negative impacts on basic perception, judgment and decision-making.

High levels of ongoing stress can also create permanent damage to the hippocampus, the brain region responsible for memory.

Given the increasing stresses and demands on our time associated with doing business in an increasingly chaotic, complex and global trading environment, leaders need to understand the limits of their brains and their own personal needs. The better they can manage their sleep, stress and mood levels, the better they will be at leading others.

A bad mood tends to make sleep and stress worse.

Getting enough sleep is vital first step if we are to perform to the highest level. We've already spoken about how most people need around eight hours of good sleep a night on a regular basis.

Other strategies can help too.

Taking a 20 minute nap, going offline for a short period of time each day for meditation or simply taking a walk regenerates our creative brain circuits, improves memory, helps us make connections and enhances mood.

Thinking too hard about a problem can make it harder to solve and it is often better to let the mind wander and allow the brain's unconscious processors to take over.

Rather than driving their teams relentlessly towards a goal, leaders should be aware of the need for rest and de-stressing, and sympathetic enough to see time-out as an opportunity to relax and reinterpret problems, rather than simply wasted time.

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Sleep, stress & mood: the healthy trinity of executive performance

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There's so much rich insight coming out of the academic sector that HR professionals need to know. At Academics' Corner we feature the best HR researchers that tell you what they've found and what you need to do differently on the back of the research.

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Topic:social economics

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Students from low-income families who believe that they can develop skills and do better in school if they work hard and practice-a "growth mindset," in other words-may be buffered from the effects of poverty on student achievement, a Stanford University study has found.

But students who live in poverty are less likely to have growth mindsets. Instead, they have what researchers call a "fixed mindset," or the idea that intelligence and skills are more like foot size or eye color: an unchangeable trait.

The topic of growth vs fixed mindsets, and their effects on student achievement, has been a popular-and controversial-one since Stanford's Carol Dweck published her book, Mindset: The New Psychology of Success in 2006. But the recent Stanford study, which involved 168,000 10 th-grade students across all of Chile, is the most expansive, and goes the furthest to explore how family income interacts with mindset.

Typically, students from low-income families score worse on standardized tests than their wealthier peers. But the researchers found that poor students with growth mindsets performed just as well as wealthy students with fixed mindsets.

"Strikingly, students from low-income families (the lowest 10 percent) who had a growth mindset showed comparable test scores with fixed mindset students whose families earned 13 times more (80th percentile)," said the study, which was published in the Proceedings of the National Academy of Sciences, and co-authored by Dweck, Susana Claro, and David Paunesko, all of Stanford.

The problem is students from low-income families are much less likely to have growth mindsets. "At the extremes, students from the lowest-income families were twice as likely to endorse a fixed mindset as students from the top-income families and schools," according to the study.

Growth Mindset in Students - Deficit Ideology?

But is a focus on "growth mindset" just another way of blaming individual students for problems that are institutionalized and overwhelming? Is it another way of saying, hey, if you can't succeed, then there must be something wrong with you?

The problem, some advocates say, is not that the more than half of all American children who live in poverty have the wrong mindset. The problem is that more than half of all American children live in poverty"

In his blog the becoming radical, Furman University education professor P.L. Thomas, a former South Carolina high school English teacher, points to the dangers of "deficit ideology," or the belief that unsuccessful people lack something within themselves to be successful-like grit, or positivity. This kind of thinking discounts the effects of external forces, say racism or poverty, while also overlooking the benefits of wealth and privilege.

"Consequently, we routinely demand of children in the worst situations of life-through no fault of their own-that they somehow magically set aside those lives when they walk into school," Thomas points out. This may be an appealing idea, but it's something that most adults can't do, he adds.

The problem, some advocates say, is not that the more than half of all American children who live in poverty have the wrong mindset. The problem is that more than half of all American children live in poverty.

The researchers do address these concerns: "To be clear, we are not suggesting that structural factors, like income inequality or disparities in school quality, are less important than psychological factors. Nor are we saying that teaching students a growth mindset is a substitute for systemic efforts to alleviate poverty and economic inequality. Such claims would stand at odds with decades of research and our own data."

Rather, they say, their work reveals the way structural inequalities can lead to psychological inequalities, and hopefully suggest ways that educators can more effectively support these students.

How It Works in the Classroom

Almost every teacher-98 percent-surveyed recently by the Education Week Research Center agreed that using growth mindset in the classroom can improve learning. And, importantly, nearly as many also say it will will improve instruction.

The catch is that only about 20 percent strongly believe that they're good at fostering growth mindset in students, and they have even less confidence in their colleagues and administrators. Eighty-five percent said they would like to get professional development in this area.

Since publishing her book, Dweck has identified a few ways that teachers are more likely to find success with using a growth mindset in their classes. For one thing, "a growth mindset isn't just about effort," she told Education Week. "Students need to try new strategies and seek input from others when they're stuck. They need this repertoire of approaches-not just sheer effort-to learn and improve."

She also suggests that educators remember that effort is a means to an end, which is more learning. Effort is not the end goal itself. "Too often nowadays, praise is given to students who are putting forth effort, but not learning, in order to make them feel good in the moment: 'Great effort! You tried your best!'" she writes. A better approach, she suggests: "When [students] are stuck, teachers can appreciate their work so far, but add: 'Let's talk about what you've tried, and what you can try next.'"

Dweck also suggests that it's equally important to consider whether teachers themselves have a fixed, or growth, mindset, and to help them adopt a deeper, true growth mindset that will show up in their classroom practices. The key to this, she says, is acknowledging that we all are a mixture of fixed and growth mindsets, and we should watch carefully for our fixed-mindset triggers.

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Impact of Poverty on Student Achievement: All in the Mind?

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Students from low-income families who believe that they can develop skills and do better in school if they work hard and practice-a "growth mindset," in other words-may be buffered from the effects of poverty on student achievement, a Stanford University study has found. But students who live in poverty are less likely to have growth mindsets.

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Topic: Short- and long-term consequences of teachers' gender biases

https://edexcellence.net/articles/short-and-long-term-consequences-of-teachers-gender-biases

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Topic: Effects of Hunger on Education
https://borgenproject.org/effects-of-hunger-on-education/

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Topic: How Drugs and Alcohol Interfere with the Learning Process
https://www.justthinktwice.gov/how-does-drug-use-affect-your-high-school-grades

http://web2.fit.edu/caps/documents/effects%20of%20drugs.pdf

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Topic: Single-Sex vs. Co-ed
https://sc.lib.miamioh.edu/bitstream/handle/2374.MIA/5904/Self-Efficacy%20in%20Introductory%20Physics%20in%20Students%20at%20Single-Sex%20and%20Coeducational%20Colleges.pdf?sequence=1&isAllowed=y

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Topic Well-designed Classrooms

https://www.sciencedaily.com/releases/2015/04/150401084453.htm

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Topic: Exercise
https://www.health.harvard.edu/blog/regular-exercise-changes-brain-improve-memory-thinking-skills-201404097110

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Topic: Smart Drugs
Link:
https://www.nytimes.com/2014/07/07/world/europe/european-students-use-of-smart-drugs-is-said-to-rise.html?mcubz=0

https://www.nature.com/nature/journal/v531/n7592_supp/full/531S2a.html#link-groups

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1524735/

Would any of these work?

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Topic:Sleep,Learning and Memory
http://healthysleep.med.harvard.edu/healthy/matters/benefits-of-sleep/learning-memory

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Topic: How your social life in High School effect you today
http://www.pbs.org/wgbh/nova/blogs/secretlife/blogposts/the-science-of-smart-how-your-social-life-in-high-school-affects-you-today/

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Topic: How Drugs and Alcohol Interfere with the Learning Process
http://www.stlawu.edu/academic-support/how-do-drugs-and-alcohol-impede-students-academic-progress