Research on Brain Education for Children:
Studies of Brain Education for Enhanced Learning have found that the program promotes behavioral, emotional, and cognitive improvements, including positive effects on learning efficiency, multiple intelligences, emotional intelligence, and stress coping strategies. Following are summaries of three studies that used a control-group design.
Twenty students at fifth grade level participated in a pilot Brain Education program twice weekly for twelve weeks. After completion of the program, they displayed significant improvements in five out of twelve tests of learning efficiency, including concentration, learning strategy, learning acceptability, self-control strategy, and emotional control strategy, as well as a global score of learning efficiency. In contrast, a control group of twenty students did not show improvements in any of these measures. (Oh et al. Effect of a brain respiration program on learning efficiency for elementary school age children. Korean Journal of Educational Research. 2004; 6: 42 (2): 511-42.)
Forty pre-schoolers (age 5) participated in a Brain Education program for thirty minutes daily, for five months. Compared to a control group of 40 children, the children in the Brain Education program showed significant improvements in six of eight different intelligences tested, including linguistic, logical-mathematical, body-kinesthetic, musical, interpersonal, and intrapersonal intelligence. (Kwak Yun-jung and Jo Tae-im, Effects of a brain development program on multiple intelligences. Journal of Brain Education.
Emotional intelligence and stress coping strategies:
Twenty-seven fifth grade students received the Brain Education curriculum once weekly, during their homeroom period, for thirty-five weeks. Compared to a control group of 25 students who practiced writing Chinese characters, children in the Brain Education group demonstrated greater emotional intelligence (for example emotional perception, expression, and control). Children also reported less stress and showed a preference for active stress coping strategies, compared to children in the control group. (Oh et al. Effectiveness of a brain-based health curriculum on children’s emotional intelligence, stress, and stress-coping strategies. Manuscript under review.)
BE Impact on Multiple Intelligences:
Baseline comparison of BE and control group (40 students per group)
77 students were part of a research project at Lake Braddock Secondary School in Fairfax County, Virginia, with 51 students receiving Brain Education training.
After experiencing BE for only 30 minutes a week for 7 weeks, students showed improvements in self-efficacy, use of cognitive strategies, and self-esteem, and reductions in test anxiety and distress levels.