How Emotions Impact Learning Math—And the Simple Shift That Helps Neurodivergent Teens Re-Engage with MathPost

Inside Out 2 was fabulous! I know it was made for kids but Disney writers know parents are sitting in on these movies too! When adolescents watch the movie they maybe thinking, “Oh so that’s what’s going on!” When adults watch the movie they maybe thinking, “I remember that! Woo! I’m sure glad that is over!” 

But when math homework time comes around, feelings of empathy and understanding dissipate and it can be more like Street Fighter (I’m Chun-Li by the way and I think my son becomes Blanka). 

Your adolescent isn’t being defiant for the fun of it!
They’re not being difficult because that’s just what teenagers do.
They’re in pain—and their brain is doing everything it can to protect them.

Inside Out 2 was fabulous! I know it was made for kids, but Disney writers know parents are sitting in on these movies too! When adolescents watch the movie, they might be thinking, “Oh, so that’s what’s going on!” When adults watch, they might be thinking, “I remember that! Whew! I’m sure glad that’s over!”

But when math homework time comes around, feelings of empathy and understanding dissipate, and it can feel more like Street Fighter (I’m Chun-Li, by the way, and I think my son becomes Blanka).

Your adolescent isn’t being defiant for the fun of it! They’re not being difficult just because that’s what teenagers do. They’re in pain—and their brain is doing everything it can to protect them.

If you've ever wondered how emotions impact learning, especially in math, the answer is rooted in neuroscience—not defiance.

As a tutor working with neurodivergent adolescents, I see a familiar pattern:
A student gets one question wrong.
That triggers perfectionism and risk avoidance.
Falling grades follow, conflict with parents and teachers flares up—and the student shuts down emotionally.

Let’s talk about what’s really going on behind the scenes… and what parents should be asking to better support their child.

When Emotions Hijack the Brain

It’s difficult—almost impossible—for adolescents to learn when they’re in the wrong emotional state.

That’s not just a motivational issue.
It’s brain chemistry.

When a student experiences stress, the amygdala (the brain’s threat detector) becomes overactive and overrides the prefrontal cortex, which is responsible for reasoning, problem-solving, and learning (Jensen, 2005).

This means your child isn't choosing to avoid math—they’re protecting themselves from pain.

Studies show the brain responds to social and emotional pain the same way it does to physical pain (Eisenberger & Lieberman, 2004).
A wrong answer can feel threatening.
A parent’s frustrated tone can feel like rejection.

And since pain tells us to stop, the brain obeys.

This is why we have to calm the amygdala and shift students back into a “thinking brain” before meaningful learning can take place.

Before Homework: Avoid the Power Struggle

You want your child to do their math homework.
They know they should do it.
But they’re not doing it—and pushing harder often creates a battle.

Instead of a reactive tug-of-war, try building buy-in ahead of time.

Discuss what time they want to do homework earlier in the day and set a reminder.
When they choose the plan, they’re more likely to own it—because buy-in increases intrinsic motivation (Marzano, 2010).
You're not demanding; you’re collaborating.

That subtle shift reduces resistance and increases cooperation—especially with teens who crave autonomy.

Add Dopamine to the Equation

Ever wonder why your adolescent can focus on a video game for hours—but not on math for 10 minutes?

Dopamine.

Video games are rich in dopamine triggers: achievement, feedback, progress.
You can recreate that in math—on a small, brain-friendly scale.

Gamify homework.
Track progress visually.
Set small weekly rewards.

A study by Silvia & Kashdan (2009) found that curiosity and small wins enhance learning by increasing dopamine activity, which is essential for attention and memory.

And yes—even high schoolers will work for a sticker chart. (Don’t knock it till you try it.)

What to Ask After a Tough Math Session

Sometimes the best support isn’t about what you say—it's about what you ask.

Try this:
“How do you think you did?”

This simple question builds self-efficacy—a student’s belief that their effort affects their outcome (Bandura, 1997).
When a learner reflects and affirms their own progress, they start to reshape their story.

“I think, therefore I am. I say it, and therefore it is.” - Me and alot of other people

Final Thoughts + Call to Action

Understanding how emotions impact learning can change everything about how we support neurodivergent adolescents in math.

When we move from control to connection, from pressure to partnership, we help students feel safe enough to take risks—and that’s where real learning begins.

So here’s your next step:
Pick one small shift from this post—whether it’s setting a consistent math time, adding a reward system, or simply changing the conversation.

💬 Then tell your child:

“I know math is hard sometimes. I’m here to help you feel safe enough to try.”

And if you’re ready for more personalized strategies, reach out.
Schedule a consultation by clicking here, let’s build a brain-friendly plan that actually works for your learner.

📚 References

• Jensen, E. (2005). Teaching with the Brain in Mind (2nd ed.). ASCD.
  

• Eisenberger, N.I., & Lieberman, M.D. (2004). Why it hurts to be left out: The neurocognitive overlap between physical and social pain. Trends in Cognitive Sciences, 8(7), 294–300.
  

• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
  

• Marzano, R. J. (2010). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
  

• Silvia, P. J., & Kashdan, T. B. (2009). Interesting things and curious people: Exploration and engagement as transient states and enduring strengths. Social and Personality Psychology Compass, 3(5), 785–797.