Connecting inhibitory control during childhood development to health promotion in college

    The research talk from Dr. Martha Ann Bell was extremely insightful and sparked much of my personal interest in the neuroscience field, specifically when it comes to wellness and mental health of younger populations. Early interventions can be crucial in the mental and cognitive development of individuals. In Dr. Bell’s research, she discusses how early cognitive functions like having control over one’s thoughts and behaviors may predict academic success as years go on. As children get older, their needs also differ such as the types of resources that they utilize. A study on “Optimizing Efforts to Promote Mental Health on College and University Campuses: Recommendations to Facilitate Usage of Services, Resources, and Supports” by Dr. Brett R. Harris, Brianna M. Maher, and Leah Wentworth explore the different efforts to support mental health and well-being in higher education environments. While Dr. Bell and Harris et al. have different areas of development that they focus on, both researchers value the importance of early intervention that is consistent as children grow. 

    When looking at Dr.Bell’s presentation and research article “Relations between frontal EEG maturation and inhibitory control in preschool in the prediction of children’s early academic skills,” there is heavy focus on the development of the frontal EEG which marks brain maturity and its result on early academic outcomes. Students were tracked from infancy till age four where it was found that there was an increase in frontal alpha power, which is a measurement of brain activity obtained via EEG. Having higher frontal alpha power resulted in better control of behavior when faced with impulses or challenging situations. Having this also showed better grades in basic classes like math and reading around six years of age. Therefore, it was determined that brain maturation during early childhood may play an important role in the academic success of students early on (Bell). 

    The article “Optimizing Efforts to Promote Mental Health on College and University Campuses: Recommendations to Facilitate Usage of Services, Resources, and Supports” by Dr. Brett R. Harris, Brianna M. Maher, and Leah Wentworth, focuses on the need for improving mental health services for college students. Emphasizing that the COVID-19 pandemic led to increased struggle for many, the researchers provide suggestions on ways to break the stigma surrounding mental health and ways that college campuses can offer support. Starting off with social media, they express that stigma can be reduced with open communication that allows students to feel less alone, such as widespread emails, student groups, and voluntary peer testimonies that engage the entire community. They advocate for opportunities that can involve faculty and staff with health promotion and outreach, as well as providing mental health specific training for those in leadership roles. Additionally, some key immediate resources like phone hotlines and counseling services that can support specific student needs and interventions should be present. All together, these efforts may result in a healthier campus where the well-being of students is prioritized so that they can reach their optimal academic successes (Harris et al.). 

    Both of these articles value comprehensive approaches to mental health, and the importance of early intervention. Dr. Bell mentioned how the brain maturation in the prefrontal cortex influences inhibitory control in preschool that results in certain academic performances. Intervention early is necessary if such results are not being produced in order to ensure that the children are on the right path. Similarly, Harris et al. emphasize the importance of early intervention on college campuses, such as providing support before one’s mental health worsens. If colleges are proactive in supporting students early on, then it may result in better academic performance and overall well-being versus students who may have only received support once it was too late. Furthermore, Dr. Bell discusses inhibitory control and how it is important in managing emotion. Having stronger inhibitory control may allow students to manage their challenges easier, such as stress or anxiety. The article by Harris et al. also discusses these same issues, highlighting how having a strong cognitive control early in life where individuals have coping mechanisms and support systems may allow them to better face the challenges that come with being in college. Both articles value early intervention, where Dr. Bell focuses on developmental growth and inhibitory control, while Harris et al.focus on mental health screening, training, and collective attitude. 

    In conclusion, both of these articles value the early-stage interventions that can be provided to individuals in order to result in better future outcomes, whether it is as a young child or in college. Having these interventions may lead to success and mental stability, and ultimately will help in all stages of life. 

References: 

Harris, Brett R et al. “Optimizing Efforts to Promote Mental Health on College and University Campuses: Recommendations to Facilitate Usage of Services, Resources, and Supports.” The journal of behavioral health services & research vol. 49,2 (2022): 252-258. doi:10.1007/s11414-021-09780-2

Whedon, Margaret, Nicole B. Perry, and Martha Ann Bell. "Relations Between Frontal EEG Maturation and Inhibitory Control in Preschool in the Prediction of Children's Early Academic Skills." Brain and Cognition, vol. 146, 2020, p. 105636. Elsevier, https://doi.org/10.1016/j.bandc.2020.105636​:contentReference[oaicite:0]{index=0}.