No abstract

Students of all ages develop best in the context of caring relationships, and this chapter discusses why it is true from the neurobiological perspective. The chapter covers the historical highlights of collaborative work in neuroscience and education; the neurobiology of human development in the context of nurturing or problematic relationships from infancy through early adulthood; latest research that shows how supportive and secure relationships stimulate brain development and promote emotional regulation that enhances learning; neurobiology of childhood trauma, and pedagogical and counseling implications; and wider applications of the presented findings in fostering student support in schools and on college campuses.