learning

The Neuroscience of Nostalgia: Why Familiar Stories Feel So Good

/ Dave Eberwein / 5 Comments

I’m fascinated by the exploration of brain function and, specifically, how it relates to education and student success. Neuroscience continues to be a great source of information for building an even better education system.

Before I begin my post on The Neuroscience of Nostalgia, let’s begin with talking about one of my favourite TV shows – M*A*S*H. I’ve watched the series at least 10 times over — probably more.

Why do I watch the same episodes again and again and again?

My ongoing commitment to this 1970s wartime sitcom is not because I’m bored or because I’m too lazy to watch something new — I watch them because they’re familiar. I can predict what’s coming — even knowing many of the script lines. There are no surprise endings. No plot twists. Just dry humour, heartfelt moments, and a sense of comfort in knowing everyone on the TV screen.

And, as it turns out, there’s strong neuroscience behind the importance of this familiarity.

When we rewatch a familiar show, listen to a favourite song, or read a treasured bedtime story to our children, our brains breathe a sigh of relief. The amygdala — the part of the brain that scans for danger like a hypervigilant squirrel — gets to take a break. It recognizes the storyline, the characters, the music. There’s no threat. Just Corporal Radar O’Reilly trying to keep the M*A*S*H camp running smoothly. 

This is what neuroscientists call comfort-watching — something that reduces one’s cognitive load. Your prefrontal cortex — the part of your brain responsible for planning and decision-making gets to rest. When you comfort-watch (or comfort-listen or comfort-read) you already know what happens next. There’s no need to analyze, predict, or problem solve — you just relax and take it all in.

Science has shown that there is a fundamental need for our brains to find that ‘relax mode’ — to not worry about what might be coming next.

A 2012 study found that rewatching familiar shows helps people feel soothed, restored, and emotionally grounded. It’s not about entertainment—it’s about emotional safety. Another study showed that people turn to familiar media when they’re emotionally drained because it provides a sense of control and predictability.

So, how does comfort-watching, or comfort-listening or comfort-reading relate to the classroom? Think about why children insist on hearing the same story over and over again.

Why do Kindergarten students want to sing the same song every morning? It’s not because they lack imagination. It’s because their developing brains crave predictability. Neuroscience shows that repetition strengthens neural pathways, helping children process language, emotions, and cause-and-effect relationships.

Star Wars – My Movies of Choice

There were reports that during the 2020 pandemic that large numbers of people turned to their childhood TV shows and movies. When surrounded by the unknowns of the pandemic, people found themselves surfing to find series or movies that were familiar. When the world feels chaotic, our nervous system reaches for what’s known. Predictable stories act like a buffer between us and the unknown. They bring order to chaos.

And for our students — especially those navigating big emotions, new environments, or transitions — familiarity is a powerful form of regulation.

This is why school routines matter.

Morning circle time on the carpet for Kindergarten students, consistent classroom expectations, emotionally safe spaces where a dysregulated child can surround themselves with familiarity — and, yes, even Pizza Fridays — all help students feel grounded. When we create predictable environments, we’re not just managing behaviour — we’re supporting brain development.

Radar and Hawkeye from M*A*S*H

So, don’t despair when a child seeks familiarity. Think of it as their brain ‘taking a breath’ to become centered. Their brains are doing exactly what they’re wired to do — seek safety through familiarity.

And if you find yourself rewatching M*A*S*H, Friends or Star Wars after a long day, know that you’re not being lazy.

You’re self-regulating. Neuroscience says so.

Why Equity and Excellence Must Walk Hand in Hand: Lessons from Finland and British Columbia

/ Dave Eberwein / 5 Comments

In education, we often look outward to learn inward. For years, Finland has been a guiding light — its public education system admired globally for its innovation, student success, and deep commitment to equity. Researchers, policymakers, and educators have studied it closely, hoping to understand how a small Nordic country became an educational superpower.

But Finland is no longer alone in this spotlight.

British Columbia has quietly — and confidently — joined the ranks of the world’s most respected education systems. Our province has consistently performed at the top of international assessments, and in 2019, the OECD chose BC to host its Future of Education and Skills 2030 meeting — the first time this global gathering was held in North America. That moment wasn’t just symbolic. It was a recognition of the work we’ve done together: educators, families, and communities building a system that values both excellence and equity.

Yes, we’ve learned from Finland. But, we’ve also forged our own path.

One of Finland’s most influential voices, Professor Pasi Sahlberg, has long championed the idea that public education must be both excellent and equitable. Currently a professor of Educational Leadership at the University of Melbourne in Australia, Sahlberg has worn many hats — teacher, researcher, policy advisor — and through it all, he’s remained steadfast in his belief that education is a public good. He reminds us that schools are not just places of learning; they are pillars of democracy, equity, and opportunity.

His message is clear: we don’t have to choose between high achievement and fair access. We can — and must — pursue both.

Here in Saanich, we see this every day:

  • In classrooms where students are encouraged to think critically and creatively.
  • In schools where staff work tirelessly to ensure every learner feels seen, supported, and challenged.
  • Where we recognize that Indigenous students are not achieving to the same level as their non-indigenous peers and, as such, continuing to focus on this inequity.
  • In families and communities that partner with us to nurture not just academic success, but well-being, belonging, and purpose.

The work is not easy. But it is essential.

As we look ahead, let’s continue to ask ourselves these questions:

  • Are we creating spaces where all students can thrive?
  • How do we continue to value our educators and support staff as the professionals they are?
  • Are we building a system that reflects the diversity, complexity, and potential of every learner?

Equity and excellence are not opposing forces. They are twin pillars of a strong public education system. And when we commit to both, we create something powerful — not just for our students, but for our entire community.

Transformational Leadership: The Secret Sauce

/ Dave Eberwein / 4 Comments

In my previous post on Emotional Intelligence (EI) I discussed how critical it is for school and district leaders ‘to recognize, understand and manage their own emotions as well as the emotions of others.’ EI is a core requirement to being able to positively impact the collective performance of a school district. If leaders are attuned to themselves and others, their organization will run more smoothly and effectively, as well as be better positioned to have sustainable improvement.

Today I am exploring Transformational Leadership — something that builds on the concept of EI and which I also believe needs to frame a leader’s approach.

Transformational Leadership: A style of leadership that focuses on inspiring and motivating followers to achieve their full potential and beyond. Think of it as the leadership equivalent of a motivational pep talk, but with a lot more substance. It’s about creating a shared vision that enables buy-in.

What makes a leader truly transformational?

It’s not just about having a big title or a corner office. Transformational leadership is the secret sauce that turns a good team into a great one. It’s about inspiring and motivating one’s team to reach new heights. It is an absolute ‘must have’ if you’re wanting to make significant institutional changes. Change is never-ending, and if you want that change to lead to be better results, having your team motivated, engaged and on-board with the collective vision is a critical first step.

The Vision Thing

At its most fundamental understanding, a transformational leader has a clear vision for where they want to go. They see the big picture and know how to communicate it in a way that gets everyone excited. They do this by focusing on their team and how they contribute to the organization’s success. A transformational leader does not need to be centre-stage, but they do need to be conducting the orchestra from somewhere on stage, ensuring that every performer has relevance and can be heard. This means being inclusive, collaborative and most critically being emotionally intelligent. It also means knowing when to be out front, and when to be leading from the side or from the back.

Transformational Leaders know when they need to be Conducting the Orchestra

Inspiring the Team

Transformational leaders are engaging and inspiring. They know how to get people excited about their work and keep them motivated. Celebrating people’s mistakes as much as their successes ensures that people feel safe taking professional risks to try something new — where the spirit of trying something that could be a significant change agent is encouraged — and where laughter and joy permeate the workspace.

The leader isn’t necessarily the loudest one in the room — they don’t need to be front-and-centre to make a difference. Think of Nelson Mandela, Mahatma Gandhi and Malala Yousafzai — three remarkable people who inspired the world with their vision and inclusivity of others, yet often letting their actions speak more loudly than their words. They didn’t need to grab a microphone, but when they did, people paid attention and came together with their message.

Where to Start

If you are leading a group of 5, 500 or 5000 people the same principles of being transformational apply. Start by developing a clear vision of where you want to go and use a variety of means to effectively communicate it. Involve others in the corporate storytelling by building a strong, collaborative team who believes in same vision — one where your team is enthusiastic about wanting to talk about its relevance — one that they’re proud to say belongs to them as much as it does the organization.

Transformational leadership is more than just a buzzword; it’s a powerful approach to leading and inspiring your team. By focusing on vision, team collaboration, and positive work culture, a leader can transform their organization and achieve great things.

Change Keeps Happening

We never really reach the finish line in public education. New context emerges and we adjust — we’re always tinkering with our structures, processes and approaches — always looking for that little advance that makes us better tomorrow. It’s what I love about our work.

When we can do this work with others on an enthusiastic team all pulling in the same direction, there truly is no better feeling. We’re in this together! This is where the Transformational Leader needs to live — in a space of some discomfort where we may not exactly know what lies ahead, but we eagerly await the next day knowing that we have an engaged and focused team willing to be in the challenge together.