Lexington High School is known for its academic excellence and rigorous course selections. Being a “STEM-oriented” school, students are able to select from multiple interesting science electives ranging from Astronomy to Bioart. However, as I was selecting courses for the next academic year, I noticed something interesting: LHS offers very few courses related to cognitive neuroscience. AP Psychology and Child Psychology are the only two courses that come close to touching on the topic. 

Cognitive neuroscience explores cognitive functions and the biological processes that underlie them. Psychology, for example, studies human (and sometimes animal) behavior using cognitive neuroscience. With the heightened prevalence of mental illness in adolescent populations, it is essential that LHS takes responsibility for educating students about ways to maintain balance in their lives through the addition of introductory neuroscience courses. For me, having studied and researched psychological concepts, I find that I am able to navigate my highschool experience more easily. For example, when facing stressful situations, knowing what internal emotions to expect is incredibly helpful for being mindful about what I’m feeling.

 When it comes to tests, I tend to get incredibly nervous, and find focusing and being able to take things one at a time impossible. However, being able to predict and “be okay” with how I feel gives me the leeway to apply more logical solutions to the problems that I encounter. One of my teachers also reflects this belief. Before tests, he always reminds us to not panic about panicking. By knowing and recognizing nerves and stress when I feel it, I am able to perform at a higher caliber. Since LHS is such a competitive and challenging environment, it is essential for students to know how to equip themselves with the knowledge necessary to maintain a proper balance in their lives. 

So how exactly should LHS give better support to student learning about cognitive neuroscience and mental health? We do have some sort of recognition for this issue with the mandatory freshman and junior year health courses. However, I suggest creating more introductory psychology and neuroscience courses that target raising both interest in and recognition for these issues within the student body. Not only will this offer the toolbox that LHS students need to educate themselves about cognitive issues, but it will also open them to a new selection of occupations within that field.

There are  many things that we as high school students have to balance on our plates, and at times it can be overwhelming as the stress gets too difficult to endure. By implementing introductory neuroscience courses, perhaps our student body could get the tools necessary to avoid feeling swamped by high school life. Not to mention, the class offers the possibility of expanding and discovering new passions which may become your occupation in the future.