in the classroom
Fight or flight
The impact of bullying on the brain and the body .
By Ragnar Purje
Literature in the field informs that bullying is a destructive social behaviour , which has both immediate and long-term negative consequences on the brain and the body .
Research undertaken by Ken Purnell , and also that of Pieter Rossouw ( citing Margaret Semrud-Clikeman and Phyllis Ellison ), notes that the act of bullying causes the bullied individual to have a fight-or-flight response ; which is known as the fightflight-freeze response , and also as the acute stress response .
In response to the fight-flight-freeze and acute stress response “ the body ’ s sympathetic nervous system is activated due to the sudden release of hormones … [ this ] stimulates the adrenal glands triggering the release of catecholamines , which include adrenaline and noradrenaline .”
The release of adrenaline and noradrenaline ( also known and referred to as epinephrine and norepinephrine ) leads to an immediate increase in heart rate , which leads to an elevated blood pressure response , and an increase in the breathing rate of the individual .
The fight-flight-freeze – acute stress response – also triggers an immediate release of glucose . That is because the fight-flight-freeze condition requires an immediate and efficient energy use by the brain and the body ( the hólos ); which is provided by immediate glucose .
In addition to this , the acute stress response also leads to the immediate release of stress chemicals . These stress chemicals , according to Pieter Rossouw are : “ adrenocorticotrophic hormone , corticotrophin-releasing factor … and cortisol ”.
It is important to recognise that the release of these stress chemicals also leads to a “ reduction in the formation of effective memory systems ”. This impact then not only leads to immediate memory inefficiencies , but it also leads to confused thinking and lower communication ability .
With all of this taking place it is imperative to appreciate that the fightflight-freeze response can remain in place for up to an hour or more after the bullying has stopped . All of which means the individual may continue with their confused thinking , their immediate memory-based uncertainties , and what could be referred to as a process of cognitive and environmental detachment taking place .
The research informs that this bullying action can and does lead to situations where neurobiological communication efficiencies and overall cognitive capacities are significantly reduced in the prefrontal cortex , known to be the executive and symbolic thinking part of the brain .
The release of these stress chemicals also leads to a reduction of cortical blood to the prefrontal cortex . With less prefrontal blood flow taking place , this will now also lead to a reduction in neurobiological communication .
As such , according to Rossouw , all of this then leads to “ an increased experience of uncontrollable incongruence that inhibits proliferation of open neural connections and growth ”. Which then “ reduces open neural activation , neural growth , and cortical blood flow to the frontal regions of the neocortex , with accompanying impairments in the ability to problem solve and to use self-soothing strategies ”.
Crucially , these self-soothing strategies can and will only be activated when the individual ’ s neurobiological acute response stress levels have been reduced , which can bring into action the neurobiological to activate the gamma-aminobutyric acid ( GABA ) response .
However , and importantly , the action of bullying , the associated neurophysiological responses and the condition of the acute stress fight-flight-freeze response , can lead to the condition where GABA is no longer released . And when this is not taking place the immense neurophysiological negative hólos ( brain and body ) impact of the acute stress response will continue .
When all this is happening , what needs to take place , as soon as practicable , is to try and create an environment where the bullied individual is supported , begins to feel safe , and , hopefully can begin to feel relaxed , and , as noted , especially safe . If this can be achieved , research informs this is when the GABA ( gammaaminobutyric acid ) self-soothing response is able to take place .
When the GABA response is taking place , this provides the neurobiological means for an increase of serotonin and also that of dopamine . The release of serotonin and dopamine leads to the activation of an alternative reward mechanism in the brain that can , and generally will , lead to the situation where the individual will tend to feel calmer and relaxed .
When this is occurring , neurophysiological , cognitive , emotional and psychological recovery is now beginning to also take place . Associated with this , the individual will begin to communicate with a little more sophisticated cognitive and speech communication , along with accompanying rational understandings . ■
Dr Ragnar Purje is adjunct lecturer in the School of Education and the Arts at Central Queensland University .
14 | educationreview . com . au