Self-Esteem and Serotonin

Daily Journal Newspaper Article for "Living to Learn" Column

By Karen Rigdon

Little Johnny was awakened with a kiss and a big smile from his mother and had a high carbohydrate breakfast before heading off to school. He sat with his best friend on the school bus and they laughed together over some new Knock-Knock jokes Johnny had heard during the weekend.

Once in his classroom, Johnny behaved with calm self-assurance. He was prepared for the spelling test and even got the extra credit words correct. All throughout the day Johnny achieved one success after another- in individual work, group work, and at hockey practice. His positive self-image was stroked with each surmounted challenge. Johnny was in control, cooperative, happy, and everyone liked him.

What does little Johnny have going for him that gives him the edge over his other classmates? Johnny has a biochemical advantage, a high serotonin level in his brain. Serotonin is a common neurotransmitter; one of our brains biochemical messengers, that is responsible for inducing relaxation and smooth, controlled motor coordination. It also regulates mood and behavior in addition to many other bodily functions.

Recent studies have shown a strong relationship between high levels of serotonin in the brain and high self-esteem. Each success, surmounted challenge, or experience of positive feedback in the classroom, or elsewhere, enhances the level of the neurotransmitter serotonin in the brain of a child. As the level of serotonin increases in a child, so does the level of self-esteem and motor coordination. The more opportunities children have to succeed in the classroom and society, the higher the levels of serotonin in the brain. Higher serotonin levels make for happier and more optimistic individuals that will be more likely to receive positive social feedback. Rises in social success, self-esteem, and serotonin go hand in hand.

Serotonin research further suggests a connection between low levels of serotonin, low self-esteem, and impulsive behavior that might lead to violence. Students who fail time after time may come to expect failure as their self-esteem plummets. They may also become increasingly discouraged, embittered, and disruptive. The low level of serotonin in these children seems to be a rough predictor of misconduct that has the possibility to escalate beyond the occasional classroom disruption.

Recently, the federal government has funded research to examine the role that the neurotransmitter serotonin plays in violence. In his article, The Biology of Violence, Robert Wright states that on average, people with low serotonin levels are more inclined to impulsive violence than people with normal levels. In addition to the biological correlates that violence has, Wright also targets the powerful social environment as a major contributing factor. For example, consider the gang member who has failed to succeed in mainstream society and creates his own violent routes to social elevation.

What does all this mean to the educator of today? Robert Sylwester, Professor of Education, University of Oregon, argues for increased opportunities for youth to succeed in mainstream society. It is in our best interest to support inclusionary policies that promote social goals and to enhance the powerful role that schools can play in helping students to seek their dreams, inspires Sylwester. Positive feedback in the classroom is a potent social axiom for helping us to assess and define ourselves (self concept) and to value ourselves (self-esteem), says Sylwester.

Serotonin savvy teachers can promote self-science curriculums, conflict resolution programs, and social competence promotion programs such as The Responsive Classroom. Educators can provide opportunities for group work in the school day where children can experience success in both leadership and support roles. Classroom environments may center on respect, positives, challenges, and student needs. Teachers can take advantage of the windows of opportunity for emotional intelligence training in the classroom that will result in more prosocial behavior and higher self-esteem. With better skills for coping with anxiety and dealing with interpersonal problems the result will be less violence in class and a more caring atmosphere.

And before the school day began, what about little Johnnys high carbohydrate breakfast and kiss from mom? Both carbohydrates and unconditional love, from moms or mentors, are a wonderful way to start a childs day - the natural serotonin way. By Karen Rigdon

Little Johnny was awakened with a kiss and a big smile from his mother and had a high carbohydrate breakfast before heading off to school. He sat with his best friend on the school bus and they laughed together over some new Knock-Knock jokes Johnny had heard during the weekend.

Once in his classroom, Johnny behaved with calm self-assurance. He was prepared for the spelling test and even got the extra credit words correct. All throughout the day Johnny achieved one success after another- in individual work, group work, and at hockey practice. His positive self-image was stroked with each surmounted challenge. Johnny was in control, cooperative, happy, and everyone liked him.

What does little Johnny have going for him that gives him the edge over his other classmates? Johnny has a biochemical advantage, a high serotonin level in his brain. Serotonin is a common neurotransmitter; one of our brains biochemical messengers, that is responsible for inducing relaxation and smooth, controlled motor coordination. It also regulates mood and behavior in addition to many other bodily functions.

Recent studies have shown a strong relationship between high levels of serotonin in the brain and high self-esteem. Each success, surmounted challenge, or experience of positive feedback in the classroom, or elsewhere, enhances the level of the neurotransmitter serotonin in the brain of a child. As the level of serotonin increases in a child, so does the level of self-esteem and motor coordination. The more opportunities children have to succeed in the classroom and society, the higher the levels of serotonin in the brain. Higher serotonin levels make for happier and more optimistic individuals that will be more likely to receive positive social feedback. Rises in social success, self-esteem, and serotonin go hand in hand.

Serotonin research further suggests a connection between low levels of serotonin, low self-esteem, and impulsive behavior that might lead to violence. Students who fail time after time may come to expect failure as their self-esteem plummets. They may also become increasingly discouraged, embittered, and disruptive. The low level of serotonin in these children seems to be a rough predictor of misconduct that has the possibility to escalate beyond the occasional classroom disruption.

Recently, the federal government has funded research to examine the role that the neurotransmitter serotonin plays in violence. In his article, The Biology of Violence, Robert Wright states that on average, people with low serotonin levels are more inclined to impulsive violence than people with normal levels. In addition to the biological correlates that violence has, Wright also targets the powerful social environment as a major contributing factor. For example, consider the gang member who has failed to succeed in mainstream society and creates his own violent routes to social elevation.

What does all this mean to the educator of today? Robert Sylwester, Professor of Education, University of Oregon, argues for increased opportunities for youth to succeed in mainstream society. It is in our best interest to support inclusionary policies that promote social goals and to enhance the powerful role that schools can play in helping students to seek their dreams, inspires Sylwester. Positive feedback in the classroom is a potent social axiom for helping us to assess and define ourselves (self concept) and to value ourselves (self-esteem), says Sylwester.

Serotonin savvy teachers can promote self-science curriculums, conflict resolution programs, and social competence promotion programs such as The Responsive Classroom. Educators can provide opportunities for group work in the school day where children can experience success in both leadership and support roles. Classroom environments may center on respect, positives, challenges, and student needs. Teachers can take advantage of the windows of opportunity for emotional intelligence training in the classroom that will result in more prosocial behavior and higher self-esteem. With better skills for coping with anxiety and dealing with interpersonal problems the result will be less violence in class and a more caring atmosphere.

And before the school day began, what about little Johnnys high carbohydrate breakfast and kiss from mom? Both carbohydrates and unconditional love, from moms or mentors, are a wonderful way to start a childs day - the natural serotonin way.

-- Anonymous, November 27, 1999