Neuroeducational bases of stress and its relationship with academic performance

Abstract

The essay is an analysis of the relationship between stress and academic performance as a current educational problem. The reflections in this regard aim to base the neuroeducational bases that empower the teacher with resources to prevent and intervene in practice. The fundamental method used is docu ment analysis. The critical and prospective development of the topic is addressed in three content nuclei: a) the historical background, b) the conceptual analysis of stress in its relationship with stress factors and academic performance and c) the
neuroeducational conceptions about stress and the exemplification of strategies.