Pamela Cantor, M.D. explains what working memory is, how it works, why it's the gateway to learning, and the forces, including social media, that impede its critical function.

Pamela Cantor, M.D. discusses the inequities of the current education system and proposes a new vision for learning grounded in whole-child development.

The struggle to overcome learning loss and build resiliency.

Don't be afraid of A.I. Chatbots. They could be key to boosting your child's learning.

“The desire to fit in is one of the most powerful, least understood forces in a society.” That’s what Todd Rose writes in his book, Collective Illusions: Conformity, Complicity, and the Science of Why We Make Bad Decisions.

In part two, Zaretta Hammond outlines practical steps for teachers to become, ideally, personal trainers of cognitive development.

What if children find themselves in spaces that teacher, educator, and author Zaretta Hammond calls “inequitable by design,” that prevent instead of promote safety and belonging?

What experiences can education technology offer to support those relationships and spur engagement and motivation to learn?

How learning can and should work in the face of a pandemic, social unrest, and more.

Giving students time to explore ideas with no immediate grade pressure helps motivate them to be creative and take intellectual risks.

In order to learn, students need to feel safe, cared for, and emotionally connected to their teachers and each other.

A research synthesis by Linda Darling-Hammond aimed at educators.

Letting students choose books to read helps them develop a sense of autonomy and ownership over their learning.

By regularly reviewing students’ behavior and learning as a team, teachers can ensure that every student is seen, supported, and celebrated.

For many struggling students, consistently spending informal time with a trusted educator supports emotional well-being and academic growth.

Research shows that greeting students as they come into class bolsters a feeling of belonging and readiness to learn.

Research shows that students who feel safe and supported by adults at school are better able to learn.

When students make “I notice” and “I wonder” comments on course content, teachers can see what they know—and what they need to learn.

When students help create their classrooms' rules and culture, they’re more engaged and invested in learning.

When teachers use strategies tailored to children who have experienced trauma, all students reap the emotional and academic benefits.

Research shows that taking some time each day to practice mindfulness as a class helps students prepare themselves for learning.

Research shows that taking some time each day to practice mindfulness as a class helps students prepare themselves for learning.

When teachers model self-regulation by using a voice that is calm, neutral, and assertive, they help students feel cared for—and ready to learn.

Explicitly modeling the process of prioritizing tasks builds students’ ability to organize and manage their time.

The key is giving students the decision-making tools they need to shape their own learning experiences.

The research is clear: Strong relationships with educators help students develop the cognitive skills they need to learn and thrive.

Students deepen their understanding and build a sense of community by engaging with their peers’ reasoned arguments.

Sentence starters that students use to join a class discussion encourage both academic thinking and social connectedness.

A synthesis of foundational knowledge from multiple scientific disciplines regarding how humans develop in context.

NBC News' Hoda Kotbe interviews Pamela Cantor, M.D., actress Goldie Hawn, Superintendent Dr. Meria Joel Carstarphen, and Principal Peter DeWitt on what it takes to build safe and supportive schools.

Children exposed to a traumatic event may be at higher risk for developing mental disorders.