BRAIN + BEHAVIOR BLOG SERIES: UNLOCKING THE BRAIN & BEHAVIOR CONNECTION

As parents and educators, it’s easy to see an outburst, refusal, or shutdown and think, “They’re just being defiant.” But behavior is rarely random — it’s communication. Underneath every reaction is an unmet need, and the fastest way to uncover it is by understanding how the brain drives behavior.

At Havern, we use this brain-based understanding to guide everything from classroom management to how we design our daily routines.

The Upstairs and Downstairs Brain

Dr. Daniel Siegel, author of The Whole-Brain Child, describes the brain as having two main “floors”:

• Downstairs brain – The lower regions, including the brainstem and limbic system, handle survival instincts: fight, flight, freeze, strong emotions, and habits.
  

• Upstairs brain – The prefrontal cortex and higher thinking areas manage reasoning, problem-solving, empathy, and impulse control.

When a student’s downstairs brain takes over — because they feel unsafe, overwhelmed, or frustrated — the upstairs brain temporarily “goes offline.” That’s why mid-meltdown lectures or logic often fail.

At school, this means we focus on calming and connection first, teaching and problem-solving second.

Why Needs Come Before Learning

Maslow’s hierarchy of needs tells us that safety, belonging, and self-worth must be met before higher-level thinking and learning can occur. Neuroscience confirms this — when the amygdala senses a threat (whether real or perceived), it prioritizes survival over reasoning.

In our classrooms, this means we:

• Maintain predictable schedules

• Provide clear expectations

• Offer structured routines for transitions

• Build strong student–teacher relationships before diving into academics
  

This isn’t “coddling” — it’s creating the conditions the brain needs for learning.

Common Triggers and the Brain’s Response

At school, we see patterns in how students respond when needs aren’t met:

• Lack of safety → Fight, flight, or freeze behaviors

• No sense of control → Power struggles or refusals

• Emotional overload → Sudden tears, shutdowns, or aggression

• Sensory overwhelm → Hyperactivity, fidgeting, or withdrawal

We train our teachers to see these not as “bad behaviors” but as signals — clues that help us problem-solve what the student might need.

How We Respond at School

1. Pause Before Reacting
   Staff are trained to mentally ask: “What might this student need right now?”
   

2. Create Emotional Safety First
   We use calm tones, give personal space, and avoid escalating the situation.
   

3. Offer Choices for Autonomy
   Whether it’s picking a seat or choosing between two assignments, small choices give students a sense of control.
   

4. Co-Regulate Before Problem-Solving
   We often sit beside the student, match our breathing to theirs, and wait until emotions settle before talking about next steps.
   

5. Reframe the Behavior
   We practice shifting from “They’re being disrespectful” to “They’re having a hard time.”
   

Key Takeaway

At school, understanding the brain–behavior connection isn’t just theory — it’s our daily compass. It shapes how we respond to challenges, prevents small issues from escalating, and keeps relationships at the heart of learning.

Sources

• Siegel, D. J., & Bryson, T. P. (2011). The Whole-Brain Child. Delacorte Press.

• Maslow, A. H. (1954). Motivation and Personality. Harper.

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

• Perry, B. D. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children. In N. B. Webb (Ed.), Working with Traumatized Youth in Child Welfare. Guilford Press.

• Immordino-Yang, M. H., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.