The Research to Practice Gap

The Pressure to Perform: Teaching Calm in High-Stakes Systems

In this episode of The Research to Practice Gap, Dr. Helen Flores speaks with Tabitha Lim about the impact of high-stakes testing on student learning, stress, and well-being. Drawing from neuroscience, embodied cognition, and her experiences in both Malaysia and the United States, Tabitha shares practical strategies educators can use to help students regulate stress, improve memory and retrieval, and create calmer learning environments during high-pressure academic periods. The conversation explores the connection between emotions, physiology, and learning—and why supporting student well-being is essential for meaningful academic success. Tabitha Lim [https://my.linkedin.com/in/tabitha-lim] TLS International School [https://tlsinternational.edu.my/] TNT Consultancy [https://tntconsultancy.com/] Resources for Teachers: Battling Test Anxiety [https://www.schoolcounselor.org/Newsletters/January-2020/Battling-Test-Anxiety?st=NJ] Brain Targeted Teaching (by Dr. Mariale Hardiman) [https://www.braintargetedteaching.org/] Embodied Learning: How To Bring Movement Into the Classroom, and Why It Matters [https://www.timeshighereducation.com/campus/embodied-learning-how-bring-movement-classroom-and-why-it-matters] Preparing Students for Assessments [https://cei.umn.edu/teaching-resources/assessments/prepare-students] Teaching About Stress and the Brain (Elementary) [https://wholeheartedschoolcounseling.com/2022/11/04/teaching-kids-about-the-stress-response/?srsltid=AfmBOopQ0xrux-uDaofv5esIZ1JPCN2MdXxK4NLEE1RtC_IxS5YnAKay] Teaching About Stress and the Brain (Secondary) [https://www.apa.org/ed/precollege/topss/lessons/stress-health.pdf] You Aren’t at the Mercy of Your Emotions: Your Brain Creates Them [https://www.youtube.com/watch?v=0gks6ceq4eQ] Research & Background: Education in Malaysia [https://en.wikipedia.org/wiki/Education_in_Malaysia] Dr. Lisa Feldman Barrett [https://lisafeldmanbarrett.com/] Dr. Mary Helen Immordino-Yang [https://rossier.usc.edu/faculty-research/directory/maryhelen-immordinoyang] The Psychological Toll of High Stakes Testing [https://www.edutopia.org/article/psychological-toll-high-stakes-testing/] Self Determination Theory (Deci & Ryan) [https://www.apa.org/members/content/intrinsic-motivation] The Standardized Tests Debate [https://www.britannica.com/procon/standardized-tests-debate] Third Grade Retention Laws and Effects [https://www.ecs.org/early-grade-literacy-is-third-grade-retention-effective/] Heissel, J. A., Adam, E. K., Doleac, J. L., Figlio, D. N., & Meer, J. (2021). Testing, stress, and performance: How students respond physiologically to high-stakes testing. Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 10, 2098. Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Regulate, Relate, Reason: From Trauma Research to Classroom Practice

In this episode, I sit down with Tara Tedrow to explore how trauma impacts learning, behavior, and brain development—and what teachers can do about it. We break down the “regulate, relate, reason” framework and share practical, trauma-informed strategies educators can start using right away. Resources for Teachers * Culturally Responsive Practices [https://www.buzzsprout.com/2595746/episodes/18731911] * Emotion and Stress Regulation Tool Box [https://education.umd.edu/sites/default/files/uploads/Emotion%20and%20Stress%20Regulation%20Magic%20Tool%20Box.pdf] * The National Child Traumatic Stress Network [https://www.nctsn.org/audiences/school-personnel] (includes age related reactions to traumatic events and an educator toolkit, among other resources) * The Neurosequential Model by Dr. Bruce Perry [https://www.neurosequential.com/] * Screening Students for Trauma [https://scsmh.education.uiowa.edu/news/2025/07/screening-students-trauma] * Self-Care Strategies for Teachers [https://www.canr.msu.edu/news/small-moments-big-impact-self-care-strategies-for-teachers-during-the-school-day] * Signs of Compassion Fatigue [https://www.nctsn.org/sites/default/files/resources/self_care_for_educators.pdf] * Strengths Based Education [https://www.slu.edu/cttl/resources/resource-guides/strengths-based-education.pdf] * Trauma-Responsive MTSS Toolkit [https://sites.google.com/lehigh.edu/mtsstoolkit/home?authuser=0] * Trauma-Informed Care for Students with Developmental and Intellectual Disabilities [https://www.nctsn.org/what-child-trauma-populations-risk-intellectual-and-developmental-disabilities/nctsn-resources] * Two Word Check-In [https://www.panoramaed.com/blog/two-word-check-in-strategy] Research & Background * Adverse Childhood Experiences (ACEs) [https://www.cdc.gov/aces/about/index.html] * Dr. Bessel van der Kolk [https://www.besselvanderkolk.com/resources/the-body-keeps-the-score] * The Council for Exceptional Children [https://exceptionalchildren.org/?srsltid=AfmBOopmwt4YwUneQ2z262B3zY7LK5LNuJ5yZdrYCX4LjSIzWePYutE4] * Lives in the Balance by Dr. Ross Greene [https://livesinthebalance.org/about-us/] * Our Brains Were Not Built for This Much Adversity [https://hbr.org/2021/09/our-brains-were-not-built-for-this-much-uncertainty] * Qualified Teachers are Choosing Not to Teach in Our Schools [https://hechingerreport.org/qualified-teachers-choosing-not-teach-schools-one/] * Relational Mediated Discipline with Dr. Lori Desautels [https://podcasts.apple.com/us/podcast/episode-8-dr-lori-desautels-trauma-informed-educators/id1480791597?i=1000464391973] * Scanlan Center for School Mental Health [https://scsmh.education.uiowa.edu/] * Trauma-Informed Teaching and Learning with Dr. Mays Imad [https://teachinginhighered.com/podcast/trauma-informed-teaching-and-learning/] * Lawrence-Sidebottom, D., Huffman, L. G., Beam, A. B., Guerra, R., Parikh, A., Roots, M., & Huberty, J. (2024). Rates of Trauma Exposure and Posttraumatic Stress in a Pediatric Digital Mental Health Intervention: Retrospective Analysis of Associations With Anxiety and Depressive Symptom Improvement Over Time. JMIR pediatrics and parenting, 7, e55560. https://doi.org/10.2196/55560 [https://doi.org/10.2196/55560] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Less is More: Designing Classrooms That Support Attention and Executive Function

This episode explores how classroom design impacts students’ attention, regulation, and learning. Dr. Laura Foster shares research-backed strategies for creating more intentional, less visually overwhelming spaces—and how small shifts in the environment can better support all learners. Resources for Teachers Heavily Decorated Classrooms Disrupt Attention and Learning In Young Children [http://psychologicalscience.org/news/releases/heavily-decorated-classrooms-disrupt-attention-and-learning-in-young-children.html] Building Design for Learning with Willam Browning and James Determan [https://www.thoughtfulteacherpodcast.com/blog/building-design-for-learning-with-willam-browning-and-james-determan] How to Use Mini Anchor Chart Flipbooks to Save Space and Time in Your Classroom [https://teachtolovelearning.com/mini-anchor-chart-flipbooks/] Structured and Accessible Classrooms to Support Independence [https://amshq.org/about-us/inside-the-montessori-classroom/] Biophilic Design in Schools [https://www.gba.org/resources/green-healthy-schools-resources/biophilic-design-in-schools/] Students Speak [https://students-speak.org/] National Center for Montessori in the Public Sector [https://www.public-montessori.org/] Research Articles & Background Isolation of Difficulty [https://www.youtube.com/watch?v=5RWj6phqYEg] An Introduction to the Theory of Embodied Cognition [https://www.apa.org/pubs/books/how-the-body-shapes-knowledge-intro-sample.pdf] Evaluating the Effectiveness of Tennessee's Voluntary Pre-K Program [https://ies.ed.gov/use-work/awards/evaluating-effectiveness-tennessees-voluntary-pre-k-program] Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological science, 25(7), 1362-1370. Foster, L. K. (2025). Early Childhood Classroom Design: Integrating Montessori Principles with Neuroeducational Research. Journal of Montessori Research, 11(2). https://doi.org/10.17161/jomr.v11i2.24130 [https://doi.org/10.17161/jomr.v11i2.24130] Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of environmental psychology, 15(3), 169-182. Price, J., & Romualdez, A. M. (2025). ‘It just feels unnatural being here’: Autistic secondary school students’ experiences of sensory sensitivities in the school environment. Autism, 29(9), 2228-2238. Valentine, C. (2023). Architectural allostatic overloading: exploring a connection between architectural form and allostatic overloading. International Journal of Environmental Research and Public Health, 20(9), 5637. Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Beyond Behavior Management: Using SEL to Transform Your Classroom

In this episode of The Research to Practice Gap, I sit down with Dr. Sharde Theodore to discuss how social emotional learning (SEL) can transform classroom culture and improve outcomes for students.  Articles by Dr. Theodore [https://scholar.google.com/citations?user=3KICi5oAAAAJ&hl=en&oi=ao] National Center for the Elimination of Educational Disparities [https://nceedmorgan.org/] Resources for Teachers: Daily Progress Reports [https://share.google/kUKyFf3LgJ4yA48Yn] Check In/Check Out (CICO) [https://www.pbis.org/resource/check-in-check-out-a-targeted-intervention] Classroom Job Ideas for K-12 [https://www.classbank.com/blog-posts/50-classroom-job-ideas-for-every-grade-level#:~:text=What%20are%20the%20best%20class,%2C%20and%20clean%2Dup%20crew.] Class Dojo [https://www.classdojo.com/] Critter Coin (like Class Dojo but more appropriate for secondary students) [https://www.crittercoin.com/?src=rct] GoNoodle [https://www.gonoodle.com/] Brain Breaks for Middle & High Schoolers [https://www.edutopia.org/article/17-brain-breaks-tailored-for-high-schoolers/] Encouraging Students to Become Independent Learners [https://blog.irisconnect.com/uk/blog/9-tips-for-encouraging-students-to-become-independent-learners/] Research Articles & Background: Collaborative for Academic, Social, and Emotional Learning (CASEL) [https://casel.org/] Center on Positive Behavioral Interventions and Supports [https://www.pbis.org/] Multi-Tiered Systems of Support [https://mtss4success.org/] SEL Interventions Discussed: Strong Start [https://products.brookespublishing.com/Merrells-Strong-StartGrades-K-2-P946.aspx] Coping Power [https://www.copingpower.com/about.html] Social Skills Training [https://files.eric.ed.gov/fulltext/ED595397.pdf] Social Narratives [https://afirm.fpg.unc.edu/resource/social-narratives-brief-packet/] Peer Mediated Instruction and Intervention [https://vkc.vumc.org/assets/files/triad/tips/PMII_EBP_Tip_Sheet.pdf] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]

Humanizing the Classroom: Restorative Practices & Student Voice

In this episode of The Research to Practice Gap, Dr. D’Annette Mullen of Boston University talks about disrupting disproportionate discipline in schools through art, restorative practices, relationship-building, and student voice.  Join our newsletter community for practical insights, implementation tips, and resources!  [https://subscribepage.io/ResearchtoPracticePod#] Semicolon Books [https://www.semicolonchi.org/] Works by Dr. Mullen [https://www.bu.edu/wheelock/profile/dannette-mullen/]: * Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education  [https://a.co/d/0ei2y7nA] * Chapter 4: It’s All About Relationships: (Re)Imagining Classroom Dynamics to Foster Student Engagement [https://www.emerald.com/books/edited-volume/18515/chapter-abstract/102076773/It-s-All-About-Relationships-Re-Imagining?redirectedFrom=fulltext] Quote mentioned in the episode: “When there's no name for a problem, you can't solve it” - Kimberlé Crenshaw Resources for Teachers * Recommended restorative practices workbook: Circle Forward: Building a Restorative School Community [https://a.co/d/09tgofkR] * Using Restorative Practices Proactively [https://www.edutopia.org/article/implementing-restorative-practices-proactively/] * Artful Integration: Restorative Practices, the Arts, and Evidence-Based Impact [https://www.iirp.edu/podcast/artful-integration-restorative-practices-the-arts-and-evidence-based-impact] * Respect From Day One [https://www.ascd.org/el/articles/respect-from-day-one] Research & Background * Anti-Black state violence, classroom edition: The spirit murdering of Black children by: Bettina L. Love [http://dx.doi.org/10.1080/15505170.2016.1138258] * The U.S. spent $30 billion to ditch textbooks for laptops and tablets: The result is the first generation less cognitively capable than their parents by Sasha Rogelberg [https://fortune.com/2026/02/21/laptops-tablets-schools-gen-z-less-cognitively-capable-parents-first-time-cellphone-bans-standardized-test-scores/] * Answer Sheet: Bill Gates Spent Hundreds of Millions of Dollars to Improve Teaching. New Report Says It Was a Bust by Valerie Strauss [https://nepc.colorado.edu/blog/bill-gates-spent] * The Neuroscience Behind Writing: Handwriting vs. Typing—Who Wins the Battle? (Marano et al., 2025) [https://pmc.ncbi.nlm.nih.gov/articles/PMC11943480/] Artwork and logo by The Interior Gaze [http://www.etsy.com/shop/theinteriorgaze] Send us Fan Mail [https://www.buzzsprout.com/2595746/fan_mail/new]