The Emotional Consequences of Bias in the Classroom on Child Growth

The Emotional Consequences of Bias in the Classroom on Child Growth. Kids in elementary education represent a vital investment in the future. Within the realms of elementary school, junior high school, or madrasah, they acquire knowledge while nurturing their minds, emotional well-being, and receiving care. Their unique talents and interests require support and direction from educators. Yet, when students experience differential treatment due to their inability to pay school fees, it can result in feelings of unease.

What are the long-term repercussions of such biased treatment on children as they engage with their peers in a learning environment? How does a child’s mind react to the pressure inflicted by unpleasant interactions? Can Thibbun Nabawi shed light on how a child’s brain interprets responses in such challenging situations?

As children attend school and engage with both teachers and classmates, cognitive activities and self-reflection take place. They contemplate the lessons imparted by their teachers alongside the treatment they receive from their environment. Furthermore, their emotions evolve through these experiences.

A child’s brain is exceptionally responsive to social interactions, as it continues to develop during these formative years. A key element of this development is the mirror neuron, a crucial component that enhances cognitive skills, self-reflective thought, and empathetic, social, and imitative behaviors.

Mirror neurons empower children to learn through imitation, mirroring gestures, facial expressions, and emotions. These neurons form the foundation of human social learning, playing a pivotal role in our social existence. Studies indicate that mirror neurons are activated from birth and remain significant throughout adolescence.

Some research indicates that identical brain regions are engaged in an observer as in a person actively participating in a task (Roaten & Roaten, 2012, Adolescent Brain Development: Current Research and the Impact on Secondary School Counseling Programs, Journal of School Counseling, 10 (18), p. 8). This research reveals that adolescents can ‘experience’ the emotions of others, encompassing both positive and negative feelings. This capacity fosters their ability to empathize, even towards friends facing setbacks.

These insights carry considerable weight for relationships within the classroom. Students are influenced not only by the internal emotional states of their peers but also by the emotional states of their instructors (Dunne, 2020, The Influence of Mindfulness on Teacher-Student Relationship, Classroom Climate, and School Culture, doctoral dissertation, Saint John’s University New York, p. 16).

When a child is treated differently by an educator, such as being given an alternative seating arrangement, it can disrupt the balance in the relationship between teacher and student. Research indicates that teachers can mitigate this imbalance by interacting in a more equitable manner, such as sitting on the floor with students during instruction (Tyndall, 2021, UNICEF Ethical Considerations When Applying Behavioral Science in Projects Focused on Children, p. 30).

Inequitable treatment, such as variations in seating height, can induce emotional turmoil in children. In such cases, the brain areas responsible for development, like the mirror neurons, can become restricted. Mirror neurons are vital for fostering empathy, social skills, and learning in children. As a divine creation, the brain is a crucial organ deserving of respect and reverence. According to Thibbun Nabawi, the central region of the brain plays an essential role in thought and self-reflection. Al-Hafiz Adz-Dzahabi notes in his work:

“Allah SWT designed the human brain into three sections: the frontal part for imagination, the central part for contemplation and reflection, and the rear part for recollection” (At-Thibbun Nabawi, [T. Tp, Dar Ihya-ul ‘Ulum, 1990], p. 301).

The assertion in At-Thibbun Nabawi resonates strongly with modern neuroscience advancements. The application of neuroscience can serve as a fundamental premise for nurturing the mental health of the younger generation. Children and teenagers with robust brain health will cultivate mental resilience as they transition to adulthood. Research from Butler University’s laboratory in the United States showcased that elementary school students can be encouraged to unwind during learning sessions. This relaxation can be achieved through simple practices, such as sitting together on the floor or lying down with cucumber slices over their eyes.

Cucumber slices, known for their anti-inflammatory properties, can alleviate brain and mental stress when placed on children’s eyes as they rest. Moreover, carpeted floors infused with aromatherapy can create a soothing and reviving atmosphere, aiding in the relaxation of children’s minds. It is crucial to communicate mental health concerns within schools to both educators and parents.

School and madrasah administrators, along with educational organizations, must intensify their efforts to promote the mental well-being of children and adolescents. Teachers, as central figures in this process, should prioritize the emotional comfort of students during the learning experience. To develop a welcoming learning environment, relaxation techniques should be implemented for all students, not just for one individual child.

In this way, empathy toward peers and respect for teachers can be instilled. Furthermore, if children’s mental health is maintained from an early age, they will grow into resilient individuals who support the resilience of the nation’s future generations.