Working Memory Impairment: High stress releases cortisol, which can directly interfere with the function of the prefrontal cortex, the area responsible for working memory. Learning designs must account for this by providing external memory aids and reducing the need for simultaneous information processing when learners are likely to be stressed (e.g., during high-stakes assessments).
Emotional Regulation: Distress can trigger an "amygdala hijack," diverting cognitive resources to the emotional centers of the brain. This makes deep, deliberate practice and reflection difficult.
LE Intervention: Incorporating elements of Mindfulness or Metacognitive Pauses into the learning flow can help learners regain executive control.