AVEE Neuroeducación Neurocoaching

12/09/2026

🧠 Neuroscience Spotlight: GABA and ADHD

Your brain runs on a balance between two types of signals: excitatory (glutamate, which "revs up" neurons) and inhibitory (GABA, which "puts the brakes on"). Healthy brain function depends on keeping these two forces in balance, scientists call this E/I balance.

A review in Neuropharmacology explores growing evidence that this balance may be disrupted in ADHD:

🔹Lower GABA levels detected in the brain: Using a brain imaging technique called MRS (magnetic resonance spectroscopy), researchers have found reduced GABA concentrations in the cortex and striatum of individuals with ADHD.

🔹 Genetic clues:Genome-wide association studies (GWAS) have identified several genes tied to GABA signaling that are linked to ADHD risk, suggesting a biological basis for these differences.

🔹 Connecting brain chemistry to behavior: In brain regions like the anterior cingulate cortex (ACC) and prefrontal cortex (PFC), areas responsible for attention and self-control, altered GABA levels have been associated with impulsivity and inattention during behavioral tasks.

Most current ADHD medications target dopamine and norepinephrine. Understanding GABA's role opens up potential new pathways for treatment, especially for the ~30% of patients who don't respond well to standard stimulant medications. Science is continuing to reveal that ADHD isn't just about "focus", it's about how excitatory and inhibitory signals interact across the brain. 🧬🔬

Reference: Ferranti, Luessen & Niswender (2024)

02/09/2026

Cuestionar, revisar, mejorar, validar son todas maneras de aprender y saner utilizar la tecnología a favor del
Aprendizaje.

Bloom’s Taxonomy in the age of AI may need another revision.

For years, “Create” has occupied the top of the revised taxonomy. But what happens when generative AI can create an essay, image, lesson plan, research question, presentation, or piece of code in seconds?

Lubbe, Marais, and Kruger argue that “Evaluate” may now deserve the highest position.

Their reasoning is compelling. When producing content is no longer necessarily evidence of higher-order thinking, the more important intellectual work may lie in judging what has been produced.

Can students identify errors in an AI-generated response? Can they recognize bias, missing perspectives, weak evidence, and fabricated information? Can they determine what is useful, what requires revision, and what should be rejected entirely?

The authors do not simply replace “Create” with “Evaluate.” They propose a continuous feedback loop between the two. Students create prompts and arguments, evaluate the resulting content, return to earlier stages of the taxonomy, refine their understanding, and create again.

This changes what assessment might look like.

Instead of asking students only to produce a final paper, we might ask them to examine an AI-generated analysis, verify its claims, identify its assumptions, improve its reasoning, and explain the decisions they made.

The assessment then captures not only what students produced, but how they exercised judgment throughout the process.

The paper also offers practical recommendations for integrating AI evaluation into assessment, scaffolding activities across Bloom’s levels, promoting ethical engagement, incorporating peer critique, assessing the learning process, and encouraging reflection.

The larger message is important: in the age of generative AI, creating something is not always the highest demonstration of learning. Knowing how to question, evaluate, revise, and sometimes reject what has been created may require much deeper thinking.

Link in the first comment!

Reference:

Lubbe, A., Marais, E., & Kruger, D. (2025). Cultivating independent thinkers: The triad of artificial intelligence, Bloom’s taxonomy and critical thinking in assessment pedagogy. Education and Information Technologies, 30, 17589–17622.

12/08/2026

👌

Denmark integrated mandatory weekly empathy classes into the official curriculum for all students aged 6 to 16, dedicating a full hour every week strictly to emotional intelligence and interpersonal understanding. During these structured sessions, students learn to recognize non-verbal cues, discuss personal challenges, and practice active listening in a safe, non-judgmental environment.

The long-term results of the nation's proactive mental health approach speak for themselves: Denmark consistently reports the lowest rates of schoolyard bullying anywhere in Europe. By treating empathy as a core skill equal to mathematics or literacy, the program proves that kindness and social cohesion can be systematically taught and cultivated.

07/08/2026

Hay unos factores necesarios para que funcione bien la memoria. Aquí los detalles.

20/07/2026

De esto se trata de ayudar a tu cerebro a estar cuidado y bien para el funcionamiento óptimo en tu vida.

17/07/2026

Lo que ves, escuchas, hablas y piensas transforma las conexiones.

Online experiences don't end when the screen turns off. They can influence how young people think, feel and interact with the world around them.

That's why digital environments need public health-informed policies and safeguards that evolve alongside technology.

Discover 8 actions governments can take to protect and promote mental health in digital environments: https://bit.ly/3FnIV0I

Our article “Beyond bans” explains why protecting youth mental health requires comprehensive public health action, not relying on social media bans alone: https://bit.ly/4wqXTbc

27/06/2026

Conexiones para sanar. 🧠💕

A large study in 2019 found that there are Positive Childhood Experiences (PCE) that help buffer the impact of adverse/traumatic experiences. These seven factors provided resiliency so that those with higher ACES scores had lower odds of mental health issues as an adult (with more PCEs being more impactful).

While only some of these can be directly developed within the school setting, I think even just sharing this info with caregivers can be helpful!

🤝The authors of the study theorized that the PCEs lead to greater social and emotional support not only as children, but through adulthood. That receiving support when they were younger meant they were more likely to seek it out and receive it as adults and that lead to better mental health.

Bethell, C., Jones, J., Gombojav, N., Linkenbach, J., & Sege, R. (2019). Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels. JAMA pediatrics, 173(11).

25/06/2026

Un uso balanceado. Medidas para estimular al cerebro a procesar y crear.

📚🌍 ¿Qué opina? ¿Medida necesaria o exagerada? ¿Las pantallas están criando estudiantes incapaces de concentrarse? ¿Los celulares en el aula educan... o distraen? ¿Estamos sacrificando la lectura por la comodidad de una pantalla?
Cada vez más países están replanteando el uso de la tecnología en las aulas. Suecia, Finlandia, Noruega, Francia, Italia, Países Bajos y otras naciones han comenzado a restringir el uso de celulares durante la jornada escolar y a recuperar los libros impresos como herramienta principal de aprendizaje. La evidencia científica apunta a que el exceso de pantallas puede afectar la concentración, la comprensión lectora y el rendimiento académico, especialmente en los primeros años de escolaridad. Lejos de rechazar la tecnología, estos sistemas educativos buscan un equilibrio: utilizarla cuando aporta valor pedagógico y devolver al libro un papel central en la formación de los estudiantes. El objetivo es mejorar la atención, fortalecer la lectura profunda y favorecer un aprendizaje más significativo. ¿Ha llegado el momento de sacar definitivamente los celulares de las aulas y volver a priorizar los libros?

¿Apagón digital en la escuela? Suecia frena la inversión en pantallas y vuelve a los libros. Enlace: https://webdelmaestrocmf.com/portal/apagon-digital-en-la-escuela-suecia-frena-la-inversion-en-pantallas-y-vuelve-a-los-libros/



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22/06/2026

Tu mentalidad al inicio de cada día.