Academic Stress Quotes

Academic stress-related pre-birth suicides

Teacher cannot solve or heal all student stress. The teacher can be vigilant in trying to guide the child toward solutions;but the teacher's job in relation to this stress is ultimately to help the child learn to manage his or her own stress wisely. In accomplishing this, the teacher mentors higher academic learning by removing distracting stress, and teaches valuable life-survival skills.

To take a specific example, a researcher in the Journal of Traumatic Stress interviewed 129 women with documented histories of child sexual abuse that occurred between the ages of 10 months and 12 years. Of those, 38 percent had forgotten the abuse. Of the remaining women who remembered, 16 percent reported that they had for a period of time forgotten but subsequently recovered their memories. [46] Thus, during that time a "false negative" recorded for those women. These are the sort of distinctions for which Elaine Showalter in Hystories: Hysterical Epidemics and Modern Media fails to account.

According to the Turnaround paper, which was written by a consultant named Brooke Stafford-Brizard, high-level noncognitive skills like resilience, curiosity, and academic tenacity are very difficult for a child to obtain without first developing a foundation of executive functions, a capacity for 
self-awareness, and relationship skills. And those skills, in turn, stand atop an infrastructure of qualities built in the first years of life, qualities like secure attachment, the ability to manage stress, and self-regulation.

it makes sense when you think about the confluence of puberty hormones, stress from academics and the emergence of primitive appalling forms of dating, depression starts in your junior high.

Companies also pay a heavy price for imposing a long-hours culture. Productivity is notoriously hard to measure, but academics agree that overwork eventually hits the bottom line. It is common sense: we are less productive when we are tired, stressed, unhappy or unhealthy. According to the International Labour Organization, workers in Belgium, France and Norway are all more productive per hour than are Americans. The British clock up more time on the job than do most Europeans, and have one of the continent’s poorest rates of hourly productivity to show for it. Working less often means working better.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

In the majority of schools, what's needed isn't more professional development on deconstructing standards or academic discourse or using data to drive instruction. What's needed is time, space, and attention to managing stress and cultivating resilience.

Internal locus of control has been linked with academic success, higher self-motivation and social maturity, lower incidences of stress and depression, and longer life span,” a team of psychologists wrote in the journal Problems and Perspectives in Management in 2012.

To Bruce Lee, philosophy was not the professional playground of academics, but every human being’s gateway to the greatest adventure of the human spirit. It illuminated the frontiers of human possibility and obliterated the shadows of doubt and insecurity. Unlike others, content to follow, Bruce Lee insisted upon charting his own course toward truth, and he encouraged those who wished to share his insights to do likewise. While Lee was a champion of individual rights and individual development, both of which stress the sovereignty of the individual as an end in himself, he also spoke to something deeper—the commonality of all human beings and the removal of such artificial barriers to true brotherhood as nationality, ethnicity, and class structure, so that human beings could live together peaceably as independent equals. Bruce Lee rejected blind obedience to

When we discovered that a low sense of control is enormously stressful and that autonomy is key to developing motivation,1 we thought we were onto something important. This impression was confirmed when we started to probe deeper and found that a healthy sense of control is related to virtually everything we want for our children, including physical and mental health, academic success, and happiness.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

If the social stress is physical, sexual, or emotional abuse, the way to treat the depression is to stop the abuse. Unfortunately, advocates of the biochemical treatment of depression have gone along with the view of academic theory and popular culture that the problem is entirely within the skull of the victim. Enthusiasm for biochemical treatment and research is partly due to the fact that it helps perpetuate the myth that suicide and depression should be treated by changing the victim, not by changing ourselves. As long as we have a narrow view of the causes of biochemical imbalance, such as limiting it to innate genetic defects, we can practice denial on the social complicity in the causation of suicide. The narrow view does nothing to help reduce pain and increase resources for the millions of people whose problems do not respond to medications. It also deprives us of an opportunity for progress in a much broader area for social reform. The dynamics behind the oppression of the suicidal is similar to the dynamics of other forms of injustice; progress in one area can support progress in other areas.

The data emerging about the mental health of our kids only confirms the harm done by asking so little of our kids when it comes to life skills, yet so much of them when it comes to adhering to the academic plans we’ve made for them and achieving more, ever more academically. They are stressed out of their minds and have no resilience with which to cope with that stress, and we continue along our pressurizing path, as if this trauma is not happening, or as if somehow our kids’ struggles—this suffering—is, or will be, “worth it.” The guidance center bulletin from any

As graduate programs are supposed to do, this one stressed excellence: the values that defined it, the quality of work that embodied it. They were inspiring to me. But they came in a package—from my vantage point as a solo black, the package of an all-white program. Thus some of the incidental features of being white academics—the preference for dressing down, the love of seemingly all things European, a preference for dry wines, little knowledge of black life or popular culture—got implicitly associated with excellence. Excellence seemed to have an identity, which I didn’t entirely have and worried that I couldn’t get.

Yet trauma has been hard for the academic world to define and therefore understand its full scope. Part of the challenge is that ‘bad event’ is subjective. Let’s take an example. Consider, say, a fire at an elementary school. A veteran fire-fighter can walk right up to the flames and put them out, business as usual. In contrast, a first-grader witnessing his classroom burst into flames will experience minutes of intense fear, confusion, and helplessness. This illustrates one of the key issues in understanding a potentially traumatic event. How does the individual experience the event? What is going on inside the person; is the stress response activated in extreme and prolonged ways?

Any class, no matter how able, will always have a bottom quarter. What are the effects of the psychology of feeling average, even in a very able group? Are there identifiable types with the psychological or what-not tolerance to be 'happy' or to make the most of education while in the bottom quarter?" He knew exactly how demoralizing the Big Pond was to everyone but the best. To Glimp's mind, his job was to find students who were tough enough and had enough achievements outside the classroom to be able to survive the stress of being Very Small Fish in Harvard's Very Large Pond. Thus did Harvard begin the practice (which continues to this day) of letting in substantial numbers of gifted athletes who have academic qualifications well below the rest of their classmates. If someone is going to be cannot fodder in the classroom, the theory goes, it's probably best if that person has an alternative avenue of fulfillment on the football field.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

It is tragic, too, that students now describe themselves as mentally ill when facing what are the routine demands of student life and independent living. The NUS survey reports that students' feelings of crippling mental distress are primarily course-related and due to academic pressure. In 2013, in response to that year's NUS mental health survey, an article cheerily entitled 'Feeling worthless, hopeless ... who'd be a university student in Britain?' listed one young writer's anxiety-inducing student woes that span the whole length of her course: 'Grueling interview processes are not unusual, especially for courses like medicine, dentistry, and veterinary science, or for institutions like Oxbridge'. And then: 'Deadlines come thick and fast for first-year students, and for their final-year counterparts, the recession beckons'. Effectively, the very requirements of just being a student are typified as inducing mental illness. It can be hard to have sympathy with such youthful wimpishness. But I actually don't doubt the sincerity of these 'severe' symptoms experienced by stressed-out students. That is what is most worrying--they really are feeling over-anxious about minor inconveniences and quite proper academic pressure.

SOCIAL AND EMOTIONAL FUNCTIONING Another coexisting regulatory problem may be how the child feels about himself and relates to other people. • Poor adaptability: The child may resist meeting new people, trying new games or toys or tasting different foods. He may have difficulty making transitions from one situation to another. The child may seem stubborn and uncooperative when it is time to leave the house, come for dinner, get into or out of the bathtub, or change from a reading to a math activity. Minor changes in routine will readily upset this child who does not “go with the flow.” • Attachment problem: The child may have separation anxiety and be clingy and fearful when apart from one or two “significant olders.” Or, she may physically avoid her parents, teachers, and others in her circle. • Frustration: Struggling to accomplish tasks that peers do easily, the child may give up quickly. He may be a perfectionist and become upset when art projects, dramatic play, or homework assignments are not going as well as he expects. • Difficulty with friendships: The child may be hard to get along with and have problems making and keeping friends. Insisting on dictating all the rules and being the winner, the best, or the first, he may be a poor game-player. He may need to control his surrounding territory, be in the “driver’s seat,” and have trouble sharing toys. • Poor communication: The child may have difficulty verbally in the way she articulates her speech, “gets the words out,” and writes. She may have difficulty expressing her thoughts, feelings, and needs, not only through words but also nonverbally through gestures, body language, and facial expressions. • Other emotional problems: He may be inflexible, irrational, and overly sensitive to change, stress, and hurt feelings. Demanding and needy, he may seek attention in negative ways. He may be angry or panicky for no obvious reason. He may be unhappy, believing and saying that he is dumb, crazy, no good, a loser, and a failure. Low self-esteem is one of the most telling symptoms of Sensory Processing Disorder. • Academic problems: The child may have difficulty learning new skills and concepts. Although bright, the child may be perceived as an underachiever.

I went into Grace’s den and picked up a book I’d bought from Amazon, Man’s Search for Meaning. It had been written in 1946 by an Austrian of Jewish descent named Viktor Frankl. It was probably the first academic, intellectual approach to Post Traumatic Stress Disorder, although he hadn’t used that terminology.

Preteen Warning Signs Lack of peer relationships outside the family Difficulty engaging in age-appropriate conversations Social skills difficulty Inability to make and keep friends Obvious anxiety, fear of social situations Afraid of groups Angry outbursts Restlessness Inability to concentrate Temper tantrums—sustained argumentative or “acting-out” behavior Inability to complete projects Clumsiness—not good at sports Poor muscle coordination Poor academic skills Depressed mood, seems withdrawn Stress-related physical symptoms Insecurity Limited tolerance of frustration Fear of new situations Learning disabilities

She never knew how Hard it could truly get until She was drowning, just Beneath the surface, Unable to catch even a Breath of air as she Strangled herself, encumbering Herself with Meaningless tasks and studies, burdening Herself with Meaningless thoughts and duties, No matter how much her heart Willed her to rest, Her brain told her to Keep going, and, inevitably, She broke

Rock and his partner articulated an approach to risk management that would resonate with future venture capitalists. Modern portfolio theory, the set of ideas that was coming to dominate academic finance, stressed diversification: by owning a broad mix of assets exposed to a wide variety of uncorrelated risks, investors could reduce the overall volatility of their holdings and improve their risk-return ratio. Davis and Rock ignored this teaching: they promised to make concentrated bets on a dozen or so companies. Although this would entail obvious perils, these would be tolerable for two reasons. First, by buying just under half of a firm’s equity, the Davis & Rock partnership would get a seat on the board and a say in its strategy: in the absence of diversification, a venture capitalist could manage his risk by exercising a measure of control over his assets. Second, Davis and Rock insisted that they would invest only in ambitious, high-growth companies—ones whose value might jump at least tenfold in five to seven years. To critics who called this test excessively demanding, Davis retorted that it would be “unwise to accept a less stringent one.” Venture investing was necessarily speculative, he explained, and most startups would fail; therefore, the winners would have to win big enough to make a success of the portfolio.[25]

There is another way. Over the last sixty years, study after study has found that a healthy sense of control goes hand in hand with virtually all the positive outcomes we want for our children. Perceived control—the confidence that we can direct the course of our life through our own efforts—is associated with better physical health, less use of drugs and alcohol, and greater longevity, as well as with lower stress, positive emotional well-being, greater internal motivation and ability to control one’s behavior, improved academic performance, and enhanced career success.8 Like exercise and sleep, it appears to be good for virtually everything, presumably because it represents a deep human need. Our kids are “wired” for control,

Whatever the reason, the existence of some persistent investment factors is today accepted by almost every (if not all) financial economist and investor. In an ingenious bit of marketing, factors are often called “smart beta.” Sharpe himself grew to hate the term, as it implies that all other forms of beta are dumb.10 Most financial academics prefer the term “risk premia,” to more accurately reflect the fact that they think these factors primarily yield an investment premium from taking some kind of risk—even if they cannot always agree what the precise risk is. An important milestone was when Fama and his frequent collaborator Ken French—another Chicago finance professor who would later also join DFA—in 1992 published a paper with the oblique title “The Cross-Section of Expected Stock Returns.”11 It was a bombshell. In what would become known as the three-factor model, Fama and French used data on companies listed on the NYSE, the American Stock Exchange, and the Nasdaq from 1963 to 1990 and showed that both value (the tendency of cheap stocks to outperform expensive ones) and size (the tendency of smaller stocks to outperform bigger ones) were distinct factors from the broader market factor—the beta. Although Fama and French’s paper termed these factors as rewards for taking extra risks, coming from the father of the efficient-markets hypothesis, it was a signal event in the history of financial economics.12 Since then academics have identified a panoply of factors, with varying degrees of durability, strength, and acceptance. Of course, factors do not always work. They can go through long fallow stretches where they underperform the market. Value stocks, for example, suffered a miserable bout of performance in the dotcom bubble, when investors wanted to buy only trendy technology stocks. And to DFA’s chagrin, after small caps enjoyed a robust year in DFA’s first year of existence, they would then undergo a long, painful seven-year period of trailing dramatically behind the S&P 500.13 DFA managed to keep growing, losing very few clients, partly because it had always stressed to them that stretches like this could happen. But it was an uncomfortable period that led to many awkward conversations with clients.

The seminal paper in the field was published in 1991 by William Sharpe, whose theories underpinned the original creation of the index fund, and was bluntly titled “The Arithmetic of Active Management.”16 This expanded on Sharpe’s earlier work, and addressed the suggestion that the index investing trend that was starting to gain ground at the time was a mere “fad.” The paper articulated what Sharpe saw as two iron rules that must hold true over time: The return on the average actively managed dollar will equal that of a dollar managed passively before costs, and after costs the return on that actively managed dollar will be less than that of a passively managed dollar. In other words, mathematically the market represents the average returns, and for every investor who outperforms the market someone must do worse. Given that index funds charge far less than traditional funds, over time the average passive investor must do better than the average active one. Other academics have later quibbled with aspects of Sharpe’s 1991 paper, with Lasse Heje Pedersen’s “Sharpening the Arithmetic of Active Management” the most prominent example. In this 2016 paper, Pedersen points out that Sharpe’s assertions rest on some crucial assumptions, such as that the “market portfolio” never actually changes. But in reality, what constitutes “the market” is in constant flux. This means that active managers can at least theoretically on average outperform it, and they perform a valuable service to the health of a markets-based economy by doing so. Nonetheless, Pedersen stresses that this should not necessarily be construed as a full-throated defense of active management. “I think that low-cost index funds is one of the most investor-friendly inventions in finance and this paper should not be used as an excuse by active managers who charge high fees while adding little or no value,” he wrote.17 “My arithmetic shows that active management can add value in aggregate, but whether it actually does, and how much, are empirical questions.

It’s very hard even for a student with good academic study habits to perform well under circumstances where they are working the equivalent of a full-time job. It’s incredibly stressful, especially for football players.

Every day, many women and girls are sexually abused and raped. There have been a few academic studies that report that sexually abused women have about a 42 percent chance of becoming obese. The body makes defense hormones called cortisol and it causes weight gain. Every time a sexually abused woman feels stress in certain situations, it makes that hormone that causes or contributes to weight gain. The studies are still being done, but they have merit.

The Happiest Man in The World The French interpreter for the 14th Dalai Lama, former academic and dedicated meditator Matthieu Ricard, came into the spotlight in the field of neural science after being named “the happiest man in the world”. Naturally, there are many other men and women who demonstrate such equanimity, but the studies on his brain uncovered truly astonishing results. MRI scans showed that Matthieu Ricard and other serious long-term meditators (with more than 10,000 hours of practice each) were mentally, emotionally and spiritually fulfilled and displayed an abundance of positive emotions and equanimity in the left pre-frontal cortex of the brain. When talking about his mindfulness training, Matthieu Ricard said with humility that: “Happiness is a skill. It requires effort and time”.

Internal locus of control has been linked with academic success, higher self-motivation and social maturity, lower incidences of stress and depression, and longer life span,

They advocate for virtues such as wisdom, courage, justice, and temperance as the foundation of a good life. By cultivating these virtues, individuals can achieve a state of inner tranquility and resilience in the face of life's challenges.

The conventional academic curriculum is focused almost entirely on the world around us and pays little attention to the inner world. We see the results of that every day in boredom, disengagement, stress, bullying, anxiety, depression, and dropping out. These are human issues and they call for human responses.

In short, consciousness, in this model, is not a passive receptor but an active creator, busy every nanosecond in projecting the art work that is an individualized reality-tunnel and is usually hypnotically dreamed of as The "Real" Universe. This trance, in most cases, appears as deep as that of anybody professionally hypnotized to repress pain during surgery. The criminal — we return to this point to stress that these observations are not academic but urgently existential — repressed sympathy and charity just as "miraculously" as the patient repressed pain in the above example. We are not the victims of The "Real" Universe; we have created the particular "Real" Universe that we happen to dwell in.

Perceived control—the confidence that we can direct the course of our life through our own efforts—is associated with better physical health, less use of drugs and alcohol, and greater longevity, as well as with lower stress, positive emotional well-being, greater internal motivation and ability to control one’s behavior, improved academic performance, and enhanced career success.8 Like exercise and sleep, it appears to be good for virtually everything, presumably because it represents a deep human need. Our

the lasting effect of chronically feeling stressed and unsuccessful in the academic setting for many twice-exceptional kids is real.

A Moment of Joy" The ruling global elites are holding their breath in anticipation of who may be the first to start a nuclear war! The wealthy and the stock market traders are fearfully watching the fluctuation in the stock prices… Writers, media pundits, and academics on the payroll of power and authority are worried about a potential revolution that may put an end to the powers in place, and consequently to their existence! Doctors, engineers, and other professionals are all alarmed and watching the job market in fear of losing their cushy jobs! Only the waitress at the nearby restaurant is experiencing a moment of joy for the generous tip she just received from the last customer tonight! [Original poem published in Arabic on October 30,2023 at ahewar.org]

Being chronically overwhelmed as a result of undiagnosed ADHD can not only lead to academic, marital, social, and occupational problems, it can also potentially affect our health. Roberta Waite (2010) cautions that ongoing daily stress can erode health and lead to diseases such as chronic fatigue syndrome and fibromyalgia.

Self-Awareness Assessing our feelings, interests, values, and strengths; maintaining self-confidence. Self-Management Regulating emotions to handle stress, control impulses, and persevere in overcoming obstacles Social Awareness Understanding different perspectives and empathizing with others; recognizing and appreciating similarities and differences; using family, school, and community resources effectively Relationship Skills Maintaining healthy relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflicts; seeking help when needed Responsible Decision Making Using a variety of considerations, including ethical, academic, and community-related standards to make choices and decisions

Our children need to be educated about themselves: bodies, minds and hearts. We must provide them with the tools to handle stress and to increase self-awareness and self-love. They must be educated beyond the academic world.

While stressful experiences can happen at any college, and social conflicts can and do erupt among Black students at Black colleges as well, there is considerable evidence that Black students at historically Black colleges and universities achieve higher academic performance, enjoy greater social involvement, and aspire to higher occupational goals than their peers do at predominantly White institutions.4 For example, according to data from the National Science Foundation, Spelman College, a historically Black college for women, sends more Black women on to earn PhDs in the sciences than any other undergraduate institution.5

The more pressure we feel, the more we tend to stick to our old routines – even when these routines caused the problems and the stress in the first place. This is known as the tunnel effect (Mullainathan and Shafir 2013). But Mullainathan and Shafir, who examined this phenomenon thoroughly, also found a way out of it: Change is possible when the solution appears to be simple.

If there is one thing the experts agree on, then it is this: You have to externalise your ideas, you have to write. Richard Feynman stresses it as much as Benjamin Franklin. If we write, it is more likely that we understand what we read, remember what we learn and that our thoughts make sense. And if we have to write anyway, why not use our writing to build up the resources for our future publications?

Modern science backs up the effectiveness of prānāyāma for myriad effects including improving cardiovascular health, lowering overall stress, and even improving academic test performance.

When we discovered that a low sense of control is enormously stressful and that autonomy is key to developing motivation,1 we thought we were onto something important. This impression was confirmed when we started to probe deeper and found that a healthy sense of control is related to virtually everything we want for our children, including physical and mental health, academic success, and happiness. From 1960 until 2002, high school and college students have steadily reported lower and lower levels of internal locus of control (the belief that they can control their own destiny) and higher levels of external locus of control (the belief that their destiny is determined by external forces). This change has been associated with an increased vulnerability to anxiety and depression. In fact, adolescents and young adults today are five to eight times more likely to experience the symptoms of an anxiety disorder than young people were at earlier times, including during the Great Depression, World War II, and the cold war.

This type of anxiety attack can also be a form of internalized oppression, whereby the student internalizes the negative social messages about his racial group, begins to believe them, and loses confidence. In the classroom, anxiety interferes with his academic performance by releasing the stress hormone cortisol, which in turns reduces the amount of working memory available to him to do complex cognitive work. It also inhibits the growth of the student’s intellective capacity.

Researchers began finding that habit replacement worked pretty well for many people until the stresses of life—such as finding out your mom has cancer, or your marriage is coming apart—got too high, at which point alcoholics often fell off the wagon. Academics asked why, if habit replacement is so effective, it seemed to fail at such critical moments. And as they dug into alcoholics’ stories to answer that question, they learned that replacement habits only become durable new behaviors when they are accompanied by something else. One group of researchers at the Alcohol Research Group in California, for instance, noticed a pattern in interviews. Over and over again, alcoholics said the same thing: Identifying cues and choosing new routines is important, but without another ingredient, the new habits never fully took hold. The secret, the alcoholics said, was God.

Almost half of those in a heavily academic preschool went on to have emotional problems, compared with only 6 percent of those in the play-based preschool. The latter group also had fewer felony arrests and spent fewer years in special education diagnosed with emotional impairment. Perhaps most disturbing is the potential for the early exposure to academics to physiologically damage developing brains. Although the brain continues to change throughout life in response to learning, young children undergo a number of sensitive periods critical to healthy development; learning to speak a language and responding to social cues are two such domains. Appropriate experiences can hone neural pathways that will help the child during life; by the same token, stressful experiences can change the brain’s architecture to make children significantly more susceptible to problems later in life, including depression, anxiety disorders—even