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Why is stress considered 

a choice when we have a 

nervous system that is 

programmed for ‘fight or 

flight’? 

The fight-or-flight response is built into our nervous system, a legacy 

of our ancestors who faced daily survival threats. While most of us no longer live under such constant danger, our biology remains, and we 

may still overreact to perceived threats. Stress, however, is different. It is a psychological, not purely physiological, response. While we can’t avoid our natural tendency to favour survival and shift into fight-or-flight mode, we can use our cognitive capacity to reframe the situations that cause us stress. This isn't always easy, but it is possible—and in some cases, it may require professional support. 

Does Jared’s explanation 

for how the brain works 

apply to all learners? 

What about gifted and 

neurodiverse learners? 

The biological process of learning applies to all learners. While the 

concept of ‘learning styles’ has been debunked; it remains true that 

some students may require different modes of instruction – and 

more hits to secure learning goals. 

Gifted learners often demonstrate specific areas of strength, though 

some may initially appear to be very global in their gifts. These 

students acquire information more readily and have built up a greater store of background knowledge, which supports new learning. In 

considering the learning trajectory, these learners benefit from more 

opportunities to engage in Deep 2 and Deep 3 learning experiences. 

What does this all mean 

for the use of laptops in 

our school? 

This will naturally have implications for how laptops are used in our 

classrooms. A CESL working party has been established to examine the implications of this evidence and consider how students’ access to technology should be managed in schools. Jared’s expertise will play a role in guiding the implementation of any policy development in this space. 

Why do we allocate so 

many hours of homework, when Jared has stated 

that it does not work? 

Research on homework clearly indicates a tipping point between what is beneficial and what is counterproductive. It also highlights the type of homework that best supports learning. 

• Primary students: around 15 minutes per night 

• Early secondary students: up to 45 minutes per night 

• Senior secondary students: approximately 60 minutes per night 

The most effective homework tasks are those focused on the ‘retrieval practice’ of work taught in class to support the long-term retention of this knowledge. 

While students completing VCE may need to exceed 60-minutes per 

night to manage their workload, it’s important to note that diminishing gains becomes an issue once they exceed 60-minutes. 

CESLO are exploring the development of homework guidance 

grounded in these research findings, while remaining sensitive to the 

additional demands of VCE and clearly distinguishing between 

homework and study.