Brain patterns associated with high emotional intelligence are often correlated with challenges with processing information (decoding symbols and/or auditory information + working memory challenges).  This makes performing in high-stress situations difficult: processing challenges are exacerbated and social anxiety spikes.

Most learning and psychological challenges result from chronic neurological stress. Instead of letting these challenges limit the pace and depth of learning, children have the power to change their brains. By recognizing sources of stressors acting on your brain and developing awareness of your brain wave patterns, you can transform your ability to perform when it counts.

When there’s a gap between test-taking abilities and intelligence, we find that students need help developing the right thought patterns around confronting and integrating new frameworks. Helping students understand brain patterns associated with experiencing a threat helps them get out of that mindset (and shift neurological patterns) while taking a standardized test.

Through our work and investigation, we’ve found that students experiencing “school rejection” are also likely to be experiencing chronic neuro-inflammation. This translates to students struggling with brains that feel like they’re on fire. By addressing sources of neurological stress and shifting brain wave patterns, students experiencing “school rejection” can feel like themselves again and return to learning at their pace.