Neurocognitive Insights Minimize Teacher-Student Dyadic Stress Acknowleding the physiological reality of stress and understanding the ways our neurvous systems and brains interact to produce stress (neurocognitive insights) can actually minimize stress.This has relevance for the teacher-student relationship. To many, the point that teaching is stressful may seem obvious; however, the extent to which teaching produces stress at work and at home and the extent to which stress affects so many relationships is confirmed through countless research endeavors, and it turns out, acknowledging this reality is a stress minimizer (Abidin, Greene & Kmetz, 1997; Gregory & LHospital, 2009). As an acknowledgment of stress realities in teaching, a time-tested …show more content…
239). Turning to the ITS as a tool to measure the amount of stress teachers experienced in interactions with one child, LHospital and Gregory (2009) found that as a result of Pre-referral Intervention Teams (PIT) “teachers responded that they rarely to sometimes felt dyadic stress distress related to their referred students’ disruption of the teaching process” (p. 1104). A number of factors contributed to the positive results of PIT (a strategy built from a study based on ITS results). First, teachers felt less isolated and were able to relate to “interdisciplinary” team members who were supportive and feeling similarly to themselves. This social support also offered the opportunity for teachers to share their own “best practices” in dealing with problem behaviors and minimized the perceived stress in a classroom setting. Not surprisingly, PIT’s revealed “positive child outcomes” (Gregory & LHospital, 2009, p. 1099) in addition to minimizing teacher stress. To fully realize the ways in which ITS and PIT’s can offer neurocognitive insights to minimize teacher stress, explicit teacher training is