Is the secret to better-learning outcomes hiding in our stress levels?
This research delves into the connections between stress, gender, and learning, shedding light on cortisol’s complex role in classroom settings …
All teachers will be able to recall a moment when they had to help a student deal with anxiety, particularly before a classroom test or public exam.
Recent research has unearthed intriguing insights into how acute stress responses, as indicated by cortisol levels, may be intertwined with learning outcomes, particularly in test situations.
This study (Kronmann et al., 2011) highlights a significant but gender-differentiated cortisol response to testing. For male participants, a notable rise in cortisol was observed, which corresponded with enhanced learning outcomes – an effect not mirrored in female participants.
The importance of understanding this hormonal response lies in its potential to inform teaching strategies and learning assessments.
Recognising that stress levels can influence memory retrieval and learning consolidation could revolutionise a teacher’s approach to testing and curriculum design, potentially leading to gender-specific educational strategies to help narrow attainment gaps.
