Laughter Is Exercise for the Brain

February 2nd, 2026

In Give learning a boost with laughter, we learned the many benefits of laughter and how it can keep your young learners engaged, helping them to retain information while promoting their overall well-being. Now let’s take a look at what is actually happening in the brain when we laugh.

In one little laugh, which may last for only a few seconds, many changes quickly occur in our bodies.  When we laugh, it causes us to take a deep breath, which engages the diaphragm. At that time, your body systems are told to slow down, while your brain is busy “producing ‘feel good’ hormones (endorphins) that signal stress hormones to cool it. Once that signal is received, blood pressure drops, heart rate slows and an overall glow of ‘happiness in the moment’ replaces anxiety/stress – the perfect ‘domino effect’.”

Laughter engages the whole brain, not just one specific area. In a  study  by Professor Peter Derks at the college of William & Mary, an electroencephalograph (EEG) was used to study the brain activity of subjects as they were shown a series of jokes on a computer screen.  Brainwave activity  was monitored in multiple areas of the brain:

  • Cerebral cortex: A negatively charged brain wave swept through the cortex, the largest section of the brain, just before laughter occurred.
  • Left side of the cortex: This area analyzed the words and structure of the joke.
  • Frontal lobe: Involved in social emotional responses, this area became very active.
  • Right hemisphere of the cortex: This area carried out the intellectual analysis required to understand the joke.
  • Sensory processing area of the occipital lobe: This area processes visual signals.
  • Motor sections of the brain: These areas evoked physical responses to the joke.

Another study  by researchers from Loma Linda University in California also monitored brainwaves and found that laughter gave participants’ brains a workout, producing gamma waves similar to the ones produced during meditation. We know that more exercise means more learning, and this includes exercise for the brain!

There are many ways you can give children a good brain boost. These are all activities performed in the GrapeSEED program, but they can be applied inside and outside of the classroom or during other lessons. Allowing children some time to socialize with others while working in groups (or playing at the playground!) is bound to stir up some laughter. As is getting silly and smiling and laughing yourself. Singing songs always brings out smiles, and performing action activities with them is guaranteed to get some giggles (Jump like a kangaroo! Crawl like an alligator!).

Planting Seeds for Summer: Why February Is the Perfect Time to Think About Language Growth

February 16, 2026
February is a unique moment in the school year: routines have been established, students are settled, and teachers can clearly see areas of growth as well as emerging needs. It’s also a natural pause before the busy spring months. All of this makes February an ideal time to reflect and to look ahead. For multilingual learners, what happens after the school year ends matters more than we often realize. The Summer Learning Opportunity Extended breaks can unintentionally slow language development, particularly in listening, vocabulary, and verbal confidence. However, when summer instruction is intentional and well designed, it can do more than maintain progress—it can accelerate it. The key is ensuring summer learning feels inviting, engaging, and developmentally appropriate. What Works for Young Language Learners Effective summer language programs share common elements that support growth without feeling like “more school”: A low-stress environment where students feel comfortable taking risks with language Consistent exposure to English through stories, songs, shared reading, and movement Natural repetition and routine that strengthen foundational English language skills Multi-sensory learning experiences that keep students engaged and motivated When language is experienced rather than practiced in isolation, children remain curious, confident, and connected. Why February Is the Time to Think Ahead February isn’t about making immediate decisions—it’s about asking the right questions: How can summer learning support language development without burnout? What experiences will help students feel successful and excited to learn? How can summer instruction align with the strengths of our school-year approach? Exploring these questions now allows schools to plan thoughtfully rather than reactively. A Season for Planting Ideas Strong summer programs build on what young learners love most—music, stories, movement, and interaction—while quietly reinforcing the language skills they need to grow. February offers the space to imagine a summer experience that supports continuity, confidence, and joyful learning long after winter fades. Ready to learn how GrapeSEED can be a meaningful part of your school’s summer learning?

Smiles, Snacks, And Sanity A Self-Care Guide for Teachers

February 3, 2026
If you’re an elementary teacher working with multilingual learners, you already know your work is full of heart, hustle, and highlighters. But let’s be honest—supporting language learners takes a lot of energy. That’s why self-care isn’t a luxury. It’s a must. You’re juggling language development, academic growth, cultural connection, and emotional support. And while your students are growing every day, you need time to recharge, too. Here’s a quick self-care recipe to keep your cup full: 🧡 Smiles: Find Joy in the Little Things Celebrate the small wins: a new vocabulary word, a student’s laugh, a kind moment. Write one highlight on a sticky note each day. It’s a mood booster—and a reminder that you’re making a difference. 🍎 Snacks: Fuel Your Body (and Soul) Don’t skip lunch! Keep a stash of healthy snacks (and maybe a treat or two) nearby. Food is fuel, and sometimes chocolate is emotional first aid. 🧠 Sanity: Protect Your Peace Say no to that extra committee if you’re overwhelmed. Take 5 minutes to breathe or stretch between lessons. Step outside during a break of any kind, even for just a second or two. Talk to someone who “gets it”—sharing helps lighten the load. You Matter Your students need you AND they also need you to be okay. When you take care of yourself, you’re showing them how to care for themselves, too. So go ahead, teacher: smile, snack, and protect your sanity. You can’t do it all , but you CAN do a lot more when you’re well. At GrapeSEED English for Children, we value teachers and work to make certain that those using our curriculum feel supported. With a personal Professional Learning Specialist that teaches can communicate with anytime, a teacher portal, on-demand PDs and so much more, we’ve got our teachers covered! Ready to learn more about getting started with GrapeSEED in YOUR classroom? Just click here for more information.

New Year, Clearer Path: Decluttering for Stronger Language Learning

January 20, 2026
January is the season of decluttering, but in schools, it’s about clearing space for what truly matters! This month’s blog explores how thoughtful organization supports multilingual learners and why strong language systems are worth keeping. A little clarity now can create momentum that lasts all year… and beyond!

Midyear Glow-Up: Refreshing Routines in Your Classroom!

December 11, 2025
The new year is a perfect time for reflection and renewal—not just for us, but for our students, too. After a long winter break, January offers a natural opportunity to revisit and reinforce classroom routines and procedures, especially in multilingual classrooms where clarity and consistency are key to helping all students feel secure and successful. For multilingual learners, routines are more than just classroom management—they provide language-rich structures that support understanding, reduce anxiety, and foster confidence. Whether students are newcomers or have been learning English for years, a clear and predictable environment helps them focus on learning rather than guessing what’s expected. Start the month by gently reviewing procedures: entering the classroom, transitioning between activities, participating in group work, asking for help, and using classroom materials. Model each step and invite students to demonstrate, using visuals, gestures, and multilingual supports when possible. Pair verbal directions with pictures or sentence stems to help students connect words with actions. This not only aids comprehension, it builds community and shared responsibility. Remember, reviewing routines isn’t about enforcing rules—it’s about resetting the tone for a peaceful, productive, and joyful classroom. Make space for students to share what helps them learn best and celebrate the positive habits they already bring with them. By investing time in January to revisit expectations with warmth and intention, you're setting the stage for a second half of the school year filled with growth, laughter, and learning—for every student, in every language.
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