Chapter 2 introduces some simplified and relevant aspects of neuroscience for school staff. It discusses how the brain is ‘use dependent’ and developing brain structure and processes are linked to both positive and negative, and especially intense repeated and early experiences. Thus our developing inner worlds, and both positive and negative triggers are formed and reinforced through repeated experience and hormonal flows.

Neuroplasticity however, means that consistent and nurturing school staff can ease both dysfunctional hormonal flows and brain structures and dysfunctional behaviours.

The chapter looks at our ‘three brains’: The ‘reptilian brain’, which activates instinctive behaviour and bodily functions, including the autonomic nervous system that regulates and energises our bodily systems, has links into self-regulation and calming, and also into panic and react responses. These can be healthy or overreactive according to our conditioning. Together with the reptilian brain, the ‘mammalian brain’, the home of strong emotions and stress hormones is ‘online’ at birth. The chapter discusses how babies are born dependent and need their attachment figures to help them regulate their bubbling hormones, until their ‘higher rational brain’ comes online at around 2 years of age.

The chapter also considers links between empathic responsiveness and learning, and between trauma and the developing brain.