Renowned Neuroscientist Mary Helen Immordino-Yang: Understanding Adolescent Brains

Immordino-Yang, an expert on the intersection of neuroscience and learning, last visited Rivers in 2012, where she provided insight about her latest research and what “good learning and good learners” look like from the perspectives of both neuroscience and education. In her return visit, she provided a thought-provoking and animated presentation building on her extensive research on how the brain processes information, particularly in the context of teaching and learning.  

“From providing a powerful scientific foundation to the Middle School no grades of records policy to championing the transformative impact of the Sages & Seekers program in tenth grade, one might say that Mary Helen’s work embodies the very essence of Excellence with Humanity,” Head of Middle School John Bower said in his introduction on Monday.

Immordino-Yang's work explores how the brain forms neural pathways and how these pathways shape both our understanding and behavior. One of the central themes of her talk was how learning experiences, particularly those in educational settings, can alter neural connections and help cultivate “dispositions of mind”—the ways in which we think, feel, and engage with the world. She explained that the brain's plasticity allows us to change our capabilities through experience and learning, which is a powerful insight for educators hoping to foster deep, meaningful learning experiences for their students.

Throughout her presentation, Immordino-Yang emphasized that all learning is social, emotional, cognitive, and cultural. “We often think about things that are biological as the primitive part of who we are, with the cultural layering on top,” she said, “but biology and culture/emotion are really two dimensions of the same thing.” 

In a playful yet profound reference, she likened the complexities of educational practice to the "Frankenstein problem," where the multitude of inputs—academic, emotional, social, and technological—often feels overwhelming for educators trying to "stitch" them all together in a meaningful way.

“For many of you, this is why you have dedicated your lives to becoming teachers,” she said. “How do I help [students] be a part of how they make meaning in the world? How do I embody those ideas in my work? That is the key to a meaningful education.”

A key part of Immordino-Yang's research focuses on the adolescent brain, a topic she addressed with specific attention to how technology intersects with learning. “How do the things we learn and do and teach actually happen in a way that can change who we are, what we’re capable of?” This question, posed to the audience, challenges conventional ideas of education and neuroscience, and sets the stage for a lively discussion on the complexities of teaching and learning in a modern world where students' cognitive, emotional, and social lives are increasingly mediated by technology.

Immordino-Yang also touched on the importance of understanding how teachers' brains process information and how their own neural pathways can be influenced by their teaching practices. By recognizing the interconnection between teachers' cognitive and emotional processes and their students' learning, educators can become more mindful of their role in shaping students' neural development.

In the afternoon of a full day of professional development, Rivers’ department chairs had the opportunity to meet with Immordino-Yang in a smaller group setting. Additionally, Rivers faculty members who participated in Project Zero's Teaching for Understanding course, which draws its practices in part from Immordino-Yang’s work, conducted workshops to pass along key insights and learnings. These sessions provided a valuable framework for thinking about how Rivers’ programs can influence students' intellectual and emotional growth.

The sessions were well-received by academic leaders. “It was exciting to hear the science behind the phenomenon that our teachers instinctively know so well: that students' authentic connections — to their classmates, to their teacher, and to the material — produce deeper, more rigorous learning experiences and facilitate the development of students' brains, academic purpose and sense of self,” said Melissa Anderson P’25, ’25, head of Upper School and assistant head of school for program. “We're excited to continue this work to translate this science into conversations about pedagogy and curricular innovation to amplify ‘transcendent’ thinking in our classrooms. Dr. Immordino-Yang's work both affirms our current teaching values and helps orient us toward clear priorities as we consider the future of the academic program.”

As educators and students continue to navigate an increasingly complex educational landscape, Immordino-Yang's work serves as a critical reminder of the importance of understanding the brain's role in learning. Her visit to Rivers underscored the value of interdisciplinary approaches to education—those that combine insights from neuroscience, psychology, and pedagogy—and inspired educators to reflect on their own practices and how they can support students in developing the neural pathways necessary for lifelong learning.

After a Q&A in the evening session, Head of School Ryan S. Dahlem reiterated the impact of Immordino-Yang’s work. “With these conversations, we are just scratching the surface,” Dahlem said. “These are the conversations we are having about your kids. That’s the future of teaching and learning at The Rivers School.”