The CORE work for this research was meant to investigate and assemble a set of ideas that may be useful to teachers, through examining the expressions of numerous institutions and authors who have participated in this conversation over time. Saturation evaluation techniques were employed and the summary results show below. For a technical report on the research, all citations, and the final version of the Framework of the CORE, see Scalise, Kathleen; Felde, Marie (2017). Why Neuroscience Matters in the Classroom (What's New in Ed Psych) (Pages 292-307 Technical Report; Pages 24-35 Framework of the CORE). Pearson Education.

Table 6.

Guiding Principle 6: Physical conditions under which we learn best include aspects of sleep, exercise, and nutrition, and may encompass certain sensitive periods, or times during brain development that are particularly well suited to learning certain types of skills and knowledge.

Idea	Description
6a	Like any other part of the human body, the brain functions best with healthy living, including good nutrition and exercise. Also environmental factors such as noise and ventilation can influence learning, for instance by leading to encoding information less efficiently than might be done otherwise, and by depriving the brain of needed oxygen.
6b	Sleep is a key aspect of brain function. During sleep, some of the processes involved in plasticity and consolidation of knowledge take place, consequently playing a pivotal role in learning, memory, retention, and effective knowledge integration.
6c	Stress interacts with both health and emotion. This occurs in complex ways, important for educators to understand both in terms of working with students, and for maintaining their own healthful functioning on the job.
6d	Different parts of the brain may be ready to learn at different times. Though often called "critical periods," a better name may be "sensitive periods." Scientists are verifying that certain periods in an individual's development seem particularly well-suited to learning certain skills. During these key times, the brain uses certain types of stimulations in order to establish and maintain long-term development of the structures and functions involved. At these stages, the individual's experience may become an overriding factor, responsible for profound changes.
6e	Paring down of connections occurs extensively during some periods in postnatal life. After such a period, connections diminish in number and are less subject to change. The connections remaining are stronger, more reliable, and more precise.
6f	If sensitive period learning does not occur during these “windows of opportunity,” it does not always mean it cannot occur, but it may take more time and cognitive resources, and will often be less effective.
6g	Examples of critical periods have been found in vision, sensory enrichment, language, motor and emotional development. It is expected that more may be discovered. A better understanding of critical periods and when learning occurs is considered a crucial avenue for future brain research. Differing opinions exist on the readiness currently of sensitive period research to be used by educators. Consensus includes that teachers should be aware of this aspect of human learning.
6h	Substantial brain development continues throughout the school age years and into the early 20s. Synaptic pruning and myelination in adolescence are surprising new examples from neuroscience research about the extent of important brain change in these years. Formal education may have a particular important role in molding the teenage brain as no start-up mechanisms may exist specific to the curriculum.
6i	Brain injury or deprivation may have different effects at a different periods of life. Severe declines in brain function are of interest to educators. They can occur through disease, injury and disruption of healthy conditions. For adult educators working with older populations, aging in the later stages of life is considered a normal process, during which the brain can remain relatively healthy and full functioning. Neuroscientists currently believe most severe declines throughout the age span reflect disease, impaired development or injury processes, and are not a normal part of aging.