What is Neuroplasticity?

What is the foundation of neuroplasticity?

Most neurons in the brain are generated before a baby is born. Neurons are the cells that send and receive signals, and the brain has roughly 86 billion of them. They communicate by forming connections at tiny junctions called synapses. Each neuron can form thousands of these connections, which results in a vast network of an estimated 100 trillion synapses. This network supports how we think, feel, learn, and move.

Although most neurons have formed by birth, the connections between them change rapidly from the first breath onward. Brain development continues throughout childhood, adolescence, and adulthood. The brain is always changing, but how it changes, and how quickly, depends on age, experience, and many other factors. Sensory experiences play an important role in shaping the connections between neurons.

What is neuroplasticity?

The brain’s ability to change and adapt is called neuroplasticity. The word comes from the Greek “neuro,” meaning nerve, and “plastic,” meaning capable of being shaped. Neuroplasticity occurs throughout life, not only in childhood. It allows the brain to adjust in response to new experiences, environments, injuries, and learning. The brain is not fixed. Its structure and function change so that we can adapt to a changing world.

Is neuroplasticity a good thing?

Neuroplasticity is often described as beneficial, and it can be. However, the brain’s ability to change is neither good nor bad on its own. The brain can adapt in positive ways in response to rich learning, supportive relationships, and healthy habits. It can also change in response to harmful environments and experiences, such as chronic stress, trauma, or repeated exposure to negative behaviors.

What is the role of an adult?

In education, understanding neuroplasticity means knowing how to support positive brain changes that promote learning and wellbeing. Parents, caregivers, and educators all play an important role in shaping how young brains grow. We cannot control every experience a child has, but we can create environments that support learning. This includes fostering strong relationships, encouraging exploration and curiosity, and allowing students to struggle productively in a safe and supportive space. When the brain perceives a threat or feels unsafe, attention can shift toward survival, which makes learning more difficult. Adults are responsible for creating environments that are emotionally and physically safe, so children have the opportunity to succeed.

What is the role of a young learner?

Children also have an active role in their own brain development. They are not passive recipients of information, and their effort, attention, and engagement can influence the changes happening in their brains. When students try again after a mistake, focus on a challenging task, or stay curious about something new, they are shaping how their brains develop. This is why it is important for children to understand that they are active participants in their learning, and that learning happens within them and because of their effort.

How does this information change teaching and learning?

Understanding neuroplasticity can shift how adults teach and how students learn. If a child is not learning, that is not a sign of failure. It is a signal to examine the environment, the level of challenge, or the type of support being offered. Teaching with the brain in mind means creating learning environments that support the whole child cognitively, emotionally, and socially. Learning takes time, and students build understanding through repetition, practice, and moments of struggle. When students understand this, they can take ownership of their learning.

What simple takeaway can we remember about neuroplasticity?

Many people know the phrase “practice makes perfect.” Neuroplasticity research supports the idea behind it. Repeated use strengthens neural connections, so the more we revisit something, whether it is a movement, a memory, or an idea, the stronger and more efficient those pathways can become. The phrase “practice makes progress” better captures the ongoing nature of growth. The reverse can also happen. When we stop engaging with certain information or experiences, the connections that support them may weaken over time. These two ideas can be summarized as “use it to improve it” and “use it or lose it”.