Teachers can’t win until classrooms calm down, expert warns
Every day, teachers ask students to listen, think and make better choices.
But new research suggests many students simply can’t – at least not in the moment.
In his latest paper Calm Brain, Strong Choices, CQUniversity’s Head of Educational Neuroscience Professor Ken Purnell argues classrooms are stuck in a cycle where reasoning comes too soon – before the brain is ready.
“We often try to correct behaviour while a student is still in a stress response,” he said.
“At that point, the brain is focused on survival, not learning.”
The result? Instructions are missed, consequences fall flat, and frustration builds on both sides.
Professor Purnell says teachers may be fighting a losing battle unless they address one critical factor first: calm.
His message is simple: regulate first – or risk being ignored.
“We can give instructions, consequences, even support – but until the brain is regulated, much of it simply won’t land.”
After more than three decades in classrooms, Professor Purnell has reached a clear conclusion: when students act out, shut down or disengage, it’s not defiance – it’s biology.
The release of Calm Brain, Strong Choices comes amid growing concern about student behaviour and classroom outcomes.
Drawing on neuroscience, the paper shows that stress shifts the brain into survival mode, limiting access to systems needed for reasoning, self-control and learning.
Instead, it offers a practical sequence for teachers: Regulate first. Relate next. Reason after.
“Correction given to a dysregulated nervous system is mostly noise,” he said.
“But once a student is calm and feels safe, that same guidance becomes meaningful.”
The research reframes so-called “defiance” and “disengagement” as predictable stress responses – from fight-or-flight escalation to quiet shutdown.
“This isn’t about lowering expectations,” Professor Purnell said. “It’s about creating the conditions where behaviour and learning can actually change.”
The paper also provides practical strategies teachers can apply immediately, including reducing demands, using calm communication, and introducing brief movement or grounding techniques.
A key insight is the influence of the teacher.
A calm adult can be the most powerful regulatory force in the room, helping reduce perceived threat and restore a student’s capacity to think and learn.
“When teachers stay calm, students are more likely to calm down too,” he said.
“That’s not just good practice – it reflects how the nervous system works.”
The same neuroscience-informed approach is also being used to guide police commanders in how to best respond to high-stress situations.
