different parts of the brain actually respond to various activities. so everything we teach them whether it s being mindful of your senses or taking three brain breaks a day, they now can tell you a second grader can tell you how it affects the brain and how it allowsia to think better when they re more grounded, more relaxed and more conscious because they know the prefrontal cortex is actually the thinking brain. it s where you can learn better, make better decisions, better analyze things and actually feel better. so we give them these tools. that is fascinating, the idea that if you teach them about the biology yes. the physiology of your brain, it is going to help you deal with the emotions that you feel. exactly. because what s happening now is that children will know when they re stressed. now they realize sometimes they ll come up to the teacher and say i think i need a brain break. they can control that through interestingly enough breath and breathing changes the
the program basically is based in neuroscience. because one of the reasons why it is is because i asked a question, why don t we ever teach children about their brain? they learn about, mostly at this point about the emotional system of the brain. they learned about the prefrontal cortex, they learned about the amygdala. they learn about the hippocampus, where they remember. and with that, we have actually shown them these different parts of the brain actually responded during various activities. so everything that we teach them, whether it is being mindful of your senses or taking three brain brakes a day, they now can tell you, a second-grader can tell you what how it affects the brain and how it allows them to think better when they are more grounded and more relaxed and more conscious because they know the prefrontal cortex is actually the thinking brain this is where you can learn better, make your decisions, better analyze things you can actually feel better. so we give them th
lifetime, helping children with their mental health. goldie hawn, welcome. i am delighted to get to meet you and to sit down and talk with you. thank you. all right, i want to start with something that people don t know about you or most people don t. in 2003 you started a classroom program called mind up to help kids dealing with stress, anxiety, depression. how does it work? the program basically is based in neuro science because one of the reasons why it is because i asked a question, why don t we ever teach children about their brain? they learn about mostly about the emotional system about the brain. they learn about the prefrontal cortex, learn about the amygdala, learn about the hippo campus. and with that we have shown them
that is fascinating, the idea that if you teach them about the biology, the physics, the physiology of your brain, it is going to help you deal with the emotions that you feel. exactly because what is happening now is that children don t know when they are stressed. now they realize that sometimes they will, to the teacher and say i think i need a brain break. they can control that. through, interestingly enough, breath and breathing changes the brain. it isn t just a fun thing to do. i mean, basically will say well, we breathe anyway. but the conscious breathing is different. and once you breathe deep you understand how to do that, then it quiets the brain. once the amygdala, which we call the barking dog in there, is that you quiet him down get him relax, in which case, the prefrontal cortex opens up, lights up, and there it goes, now i can breathe. and they know how to do that now. self-regulation.
polling, especially in gen z and we can see how this is going to become a political problem. right now, fewer than 50% of gen z men say that feminism has been a good thing for america. so we are already seeing this resentment coming from lack of relationships, lack of support, lack of positive role models. and it is really going to go down the line. thank you for writing the piece, scott, take 30 seconds and talk about solutions. give me a note on which to eat. redshirt, young man, start them at six, prefrontal cortex, butchers 12 to 24 months later, more vocational, more freshman seats so that we can have more nonwhites, more women but also in terms of the great opportunity our universities offer, more spaces so people can meet, national service a