Infusing developmental neuroscience into school-based preventive interventions: Implications and future directions

Catherine P. Bradshaw, Asha Goldweber, Diana Fishbein, Mark T. Greenberg

Research output: Contribution to journalReview article

22 Citations (Scopus)

Abstract

Purpose: Recent advances in developmental neuroscience have the potential to significantly impact the behavioral and academic outcomes of adolescents. By adopting a translational approach, we aim to promote the transfer of knowledge related to neurological, cognitive, and emotion regulatory factors that underlie youth's ability to respond to educational and prevention programming. Method: This article synthesizes basic and applied research from the field of developmental neuroscience to highlight the significance of this work for the creation, evaluation, and tailoring of school-based preventive interventions designed to address aggressive behavior problems. We draw on research related to stress, social-cognitive factors, emotional perception and regulation, and executive functioning to identify potential neurodevelopmental mediators and moderators of prevention program impacts. Results: Findings suggest that a high level of brain plasticity characterizes early childhood and adolescent stages of development, providing optimal windows of opportunity for intervention. The available research emphasizes the importance of executive functioning and related emotional regulatory factors as potential mechanisms for change in educational and risk prevention models. Conclusions: Neuroscience research provides insights into underlying mechanisms that, when appropriately targeted, can help optimize the impact of social-emotional learning curricula. Recommendations are made for how to apply relevant findings from neuroscience and related disciplines to improve behavioral and academic outcomes for school-aged youth. Additional research areas are identified to inform the creation of neurodevelopmentally sensitive preventive interventions targeting aggressive behavior problems which, in turn, are expected to affect academic outcomes.

Original languageEnglish (US)
Pages (from-to)S41-S47
JournalJournal of Adolescent Health
Volume51
Issue number2 SUPPL.
DOIs
StatePublished - Aug 1 2012

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Neurosciences
Research
Adolescent Development
Aptitude
Curriculum
Emotions
Direction compound
Learning
Brain
Problem Behavior

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Public Health, Environmental and Occupational Health
  • Psychiatry and Mental health

Cite this

Bradshaw, Catherine P. ; Goldweber, Asha ; Fishbein, Diana ; Greenberg, Mark T. / Infusing developmental neuroscience into school-based preventive interventions : Implications and future directions. In: Journal of Adolescent Health. 2012 ; Vol. 51, No. 2 SUPPL. pp. S41-S47.
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Infusing developmental neuroscience into school-based preventive interventions : Implications and future directions. / Bradshaw, Catherine P.; Goldweber, Asha; Fishbein, Diana; Greenberg, Mark T.

In: Journal of Adolescent Health, Vol. 51, No. 2 SUPPL., 01.08.2012, p. S41-S47.

Research output: Contribution to journalReview article

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