Educational Neurological Speculation on Neuroplasticity and the Development of Anxiety in High School Students: The Educational Implications of Stressful Life Events for Brain Mechanism Reconstruction

Abstract

On the basis of the author's in-depth observation of the physical and mental development of adolescents in high school biology teaching practices, the present study integrates the perspective of educational neurology to explore the key role and educational implications of neuroplasticity as the core biological mechanism in the formation and development of anxiety in high school students. This article first elaborates on the particularity of neuroplasticity in adolescence and analyzes the multidimensional manifestation and biological basis of anxiety in high school students. We then focused on typical stressful life events such as academic stress and interpersonal conflicts, we analyze how they induce or exacerbate anxiety by activating the hypothalamic-pituitary-adrenal (HPA) axis, triggering neurotransmitter imbalances, and remodeling plasticity in specific brain regions (e.g., the amygdala, prefrontal cortex, and hippocampus). The core goal of this article is to reveal that the remodeling of the brain mechanism in this process has the characteristics of a “double-edged sword”—it can not only relieve anxiety through adaptive optimization but also form pathological neural circuits to cure anxiety. This study contributes to educational practice, emphasizes an in-depth understanding of neuroplasticity mechanisms, has fundamental guiding significance for the development of neuroscience-based anxiety prevention and intervention strategies (such as cognitive training, stress management, and environment optimization) for high school students and provides some suggestions for the frontline of high school students. Educators and parents provide a scientific guidance framework for action.