Why Psychological States Matter in Learning — And How Story Can Change Everything
From the Outside In: Why Learning Isn’t Just “Paying Attention”
To many parents, learning might seem simple: the teacher presents information, and students absorb it. But inside any classroom (whether in San Antonio or online) it’s much more complex.
Each student has their own internal narrative playing in their head that is affecting their perception of the external reality. In a room of 30 students, there are 31 stories unfolding (the teacher has one too). Some students are thinking about lunch, others about a stressful morning at home, and some about their crush or their next nap. A few may even say they’re thinking of “nothing” — and genuinely mean it.
Even the teacher might be mentally juggling test grading and tonight’s grocery list while trying to keep everyone on track, even themselves.
Here’s the problem: When everyone is caught up in their own story, no one is fully present for the classroom story — the actual lesson.
Here’s the solution: Create a shared story worth paying attention to.
Why Storytelling Works: It’s Not Just a Feeling — It’s Neuropsychological
You’ve probably watched a movie that had you completely engaged — the kind where your heart races, your stare transfixed at the screen, you laugh out loud, or cry at the end (I still sniffle at the end of Endgame…I love my kids 3000). That’s not just good writing or acting. That’s neurochemistry at work.
Let’s focus on two key chemicals:
Dopamine: Released when we experience joy, excitement, or anticipation. It keeps us coming back for more. (Dive deeper into this concept in this other blog post.)
Oxytocin: Known as the “bonding” hormone. It helps us feel connection, trust, and empathy. It helps us stay in between the dopamine jolts.
A good story stimulates both. That’s why stories aren’t just entertaining — they’re powerful teaching tools. They grab our attention (dopamine) and hold it through emotional connection (oxytocin).
Research confirms that storytelling enhances learning by activating emotional and cognitive engagement. A 2024 review published in the European Journal of Psychology of Education analyzed 19 studies across early childhood to high school and found storytelling consistently improved motivation, enjoyment, and math performance, while reducing anxiety (Irmayanti et al., 2024).
In classrooms and tutoring sessions, story isn't always about some fairytale. It's about:
Framing math problems around real-life challenges
Sharing personal experiences that make concepts relatable
Encouraging students to see themselves as the main character in their learning story
Why This Matters for Parents
As a parent, it can be easy to focus on test scores, missing assignments, or whether your learner is “paying attention.” But behavior is often just the surface layer.
When your child struggles to focus or stay motivated, ask:
What's their emotional state right now?
Is there a story playing in their head that's more engaging than the lesson?
Are they feeling safe, seen, and connected in their learning space?
Understanding this gives you an insightful perspective to support your child. Especially if they’re working with a tutor or teacher who uses storytelling and emotional awareness as part of their approach.
What You Can Do at Home
Here are a few simple ways to reinforce emotionally intelligent learning at home:
Ask “What moment today made you smile (even a little)?” instead of “how was school?”
This opens the door for more honest conversations.Help your child create mini-narratives around challenges.
Turn “I’m bad at math” into ““Math feels like being added to a group chat that already started. I don’t get it all but the more I stick around, the more I understand.”Model storytelling yourself.
Share stories from your workday, struggles, or how you solved a problem. It makes vulnerability and persistence normal.
Teaching Is Storytelling — And So Is Learning
Every classroom is a stage whether we like it or not. Every tutoring session is a story arc. Our most revered teachers are ofter brilliant directors of the play of a student's learning journey. The most effective learning doesn’t just deliver information, it invites students into a shared story where they feel seen, understood, and have agency.
Whether I’m working with students in-person here in San Antonio, Texas, or online across the U.S., my focus is on psychological connection first, academics second. Because that’s the order in which learning actually happens.
“Storytelling makes math understandable, enjoyable, and emotionally safe,” write Irmayanti et al. (2024). Techniques like digital storytelling, narrative problem-solving, and culturally responsive storytelling help students grasp abstract concepts by creating a shared emotional journey.
Want to Learn More?
If your child is struggling to stay engaged in school or if you’re simply curious about how tutoring can be more than just worksheets, I’d love to connect. I offer psychologically aware tutoring sessions both in-person in San Antonio and online across the U.S.
About the Author
Sharronda Smith is a veteran high school science teacher with 14 years of experience helping students make sense of biology, chemistry, and the emotions that come with learning. She holds a bachelor’s degree in Biology with a minor in Chemistry and is certified to teach Composite Science. Sharronda is currently earning her master’s degree in School Counseling, further deepening her focus on the emotional and psychological factors that impact student success.
Beyond the classroom, she’s a spoken word poet who believes that story and science are more connected than they seem. Sharronda offers in-person tutoring in San Antonio, Texas and online support for students across the U.S.
Connect with her at enrichologytutoring.com, or find her on LinkedIn and Facebook.
Reference (APA 7th edition):
Irmayanti, M., Chou, L.-F., & Zainal Anuar, N. N. b. (2025). Storytelling and math anxiety: A review of storytelling methods in mathematics learning in Asian countries. European Journal of Psychology of Education, 40, 24. https://doi.org/10.1007/s10212-024-00927-1
