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Modern advances in neuroscience are fundamentally changing our understanding of how students learn, remember, and interact in educational settings. Neuropedagogy—an interdisciplinary field at the intersection of pedagogy, psychology, and cognitive neuroscience—demonstrates a direct link between a student's emotional state and their cognitive effectiveness. Specifically, research shows that chronic stress, fear of failure, and a sense of threat suppress the activity of the prefrontal cortex, which is responsible for attention, memory, and self-regulation, while a sense of security, acceptance, and a positive emotional state promote neuroplasticity and engagement in the learning process. This article examines the principles of neuropedagogy as a scientific basis for creating a psychologically safe educational environment: from taking biorhythms and cognitive load into account to creating a culture of "safe mistakes" and supportive pedagogical interactions. It is emphasized that psychological safety is not simply an ethical ideal, but a necessary neurobiological condition for effective learning and personal development.
neuropedagogy, psychological safety, educational environment, neuroplasticity, stress and learning, emotions and memory, prefrontal cortex, error culture, neurobiology of learning, humanistic pedagogy
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