Your zip code may contribute to your brain development, according to a study of Southern California youth which found children exposed to violence and fear often lacked empathy as adults.
Early results show a troubling trend: Kids who grow up with higher levels of violence as a backdrop in their lives, based on MRI scans, have weaker real-time neural connections and interaction in parts of the brain involved in awareness, judgment, and ethical and emotional processing.
Two recent influential reports cracked open a public conversation on the matter. In one, researchers found that impoverished children had less gray matter—brain tissue that supports information processing and executive behavior—in their hippocampus (involved in memory), frontal lobe (involved in decision making, problem solving, impulse control, judgment, and social and emotional behavior) and temporal lobe (involved in language, visual and auditory processing and self-awareness). Working together, these brain areas are crucial for following instructions, paying attention and overall learning—some of the keys to academic success.
The study, published in JAMA Pediatrics in 2015, examined 389 people between 4 and 22 years old. A quarter of the participants came from homes well below the federal poverty level ($24,230 annual income for a family of four in 2016). Children from the poorest backgrounds showed greater diminishment of gray matter and scored lower on standardized tests.
The second key study, published in Nature Neuroscience , also in 2015 , looked at 1,099 people between ages 3 and 20, and found that children with parents who had lower incomes had reduced brain surface areas in comparison to children from families bringing home $150,000 or more a year.
“We have [long] known about the social class differences in health and learning outcomes,” says Dr. Jack Shonkoff, director of the Center on the Developing Child at Harvard University. But neuroscience has now linked the environment, behavior and brain activity—and that could lead to a stunning overhaul of both educational and social policies, like rethinking Head Start–style programs that have traditionally emphasized early literacy. New approaches, he says, could focus on social and emotional development as well, since science now tells us that relationships and interactions with the environment sculpt the areas of the brain that control behavior (like the ability to concentrate), which also can affect academic achievement (like learning to read). “We are living in a revolution in biology now,” Shonkoff says, one in which new findings are finally giving us a real understanding of the interaction between nature and nurture.
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