ABSTRACT

This chapter makes the readers to understand, how social and biological processes are entangled with each other and the implications of this for how we think about education and learning. It illustrates the potential significance of the biosocial approach by considering Standardized Assessment Tests, the national standardized assessment tests that children as young as 6 and 7 sit each summer in schools across England. The chapter also makes the readers to see how stressful educational styles and situations become instantiated in the bodies of some children in ways that can affect both their current and future health and well-being and their current and future educational engagement and capacities to learn. A key contribution of emerging biosocial research that is informed by understandings of complexity is its development of concepts and methods that reach across domains in order to explore the interactions of diverse influences and processes.