Educational leaders of today are faced with the responsibility to promote equity within their setting despite the zip code or type of populations they serve. The field of education has the opportunity to significantly impact the academic and behavioral outcomes of students that interface with the system. Bradshaw, Goldweber, Greenberg, and Fishbein, (2012) suggest that transferring knowledge rooted in neurological, cognitive, and emotional regulatory factors in the educational field can lead to effective preventative programs that also support academics. The absence of this type of perspective in the educational field confounds the growth of theory as well as the advancement of educational practices in general (Anderson et al., 2016). Strengthening theoretical practice is what can help educators and politicians alike understand how to best develop enriching experiences for all students in all educational settings (Duckworth & Yeager, 2015). With the explosion of literature in neuroscience and the medical field in referencing how human beings respond to various stimuli and how this stimulus can hinder human beings from learning, it is crucial that educational leaders and policymakers find ways to infuse research from neuroscience into educational practice as well as policy for the sake of equity. This paper attempts to illuminate how the educational field can codify research from neuroscience along with the biology of trauma to help educational leaders and policy makers understand how to work best with underserved populations within school settings to promote equity and a healthier society.
