BACK TO PROJECT BASED LEARNING BLOGS
By: Ryan Steuer, CEO
Magnify Learning
Dallas, TX
Have you ever noticed how the most effective Project Based Learning happens when there’s a genuine connection between teachers and students? It’s not just good teaching practice—it’s neurobiology at work!
I recently had a fascinating conversation on the PBL Simplified podcast with Gabriele Nicolet, a speech language pathologist and parent coach. Our discussion revealed something many of us already intuitively know but rarely articulate: the relationship between educators and students is the foundation upon which all effective learning is built.
Relationships: The Hidden Superpower of Project Based Learning đź§
While we often focus on project design, driving questions, and authentic audiences in PBL, the neurobiological connection between teachers and students might be the true secret sauce. As Gabriele points out in the podcast, “your relationship with students is the most important thing in education.”
This echoes Rita Pearson’s powerful TED talk message that if students don’t like you, they’re probably not going to learn from you. In PBL terms, that connection creates the psychological safety needed for students to take risks, pursue authentic problems, and develop agency as learners.
Win Story: Meet Ethan
Ethan had a history of behavior challenges and struggled to find his place in school. However, when his teacher introduced a PBL project on designing outdoor learning spaces, Ethan found a new sense of purpose. His teacher noticed his interest in hands-on work and encouraged him to take the lead in planning and building a model for the school garden.
Through this project, Ethan not only learned valuable skills in design and collaboration but also transformed his classroom identity. His peers began to see him as a leader rather than a troublemaker. By the end of the project, Ethan had built strong relationships with his classmates and teachers—proof that when learners feel valued, they rise to the challenge.
Understanding Nervous Systems in Your PBL Classroom
Here’s where it gets really interesting for PBL practitioners. Gabriele introduces two critical concepts that can transform your facilitation approach:
1. Nervous System Awareness
As PBL facilitators, we need to consistently monitor:
- Our own nervous system state (are we regulated, anxious, frustrated?)
- How our state impacts our students
- What our students’ nervous systems are doing
This awareness becomes even more crucial during those high-energy PBL moments—when student teams are stuck, when public presentations approach, or when authentic projects don’t go as planned.
2. Attachment and Attunement
Two powerful neurobiological concepts that strengthen PBL:
Attachment refers to the strength of the relationship between teacher and students—how secure students feel with you as their guide.
Attunement is the magical ability to adjust your nervous system to match your students’, then guide them toward a more regulated state.
“We the adults must attune our nervous systems. We change our nervous system firing to match that of the child and then use that match to bring the child closer to where we want them to be.” – Gabriele
PBL Through the Lens of Attunement: A Game-Changer 🚀
Think about those incredible entry events that launch great PBL units. The most effective ones aren’t just about clever hooks—they’re about attunement!
When a skilled PBL teacher says, “There are kids with a genetic disease whose parents will find out today, and I think you’re exactly the people who can help them understand what happens next,” they’re not just introducing a project. They’re attuning their confidence and energy to elevate students into an expert mindset.
This attunement creates the belief that “I can do this challenging, authentic work” even before students have the skills. It’s why true PBL can accomplish what traditional instruction often can’t—it leverages neurobiological connection to push students beyond perceived limitations.
Win Story: Meet Olivia
Olivia had always been a high-achieving student, but the pressure to be perfect caused her intense anxiety. In traditional settings, she would become overwhelmed and shut down when things didn’t go as planned. But when she entered a PBL classroom, her teacher recognized the signs of stress and took a different approach.
During a project on sustainable agriculture, Olivia was encouraged to embrace mistakes as part of the learning process. Her teacher modeled calmness and reframed setbacks as opportunities for growth. Slowly, Olivia began to trust that learning wasn’t about perfection—it was about exploration. By the end of the project, she had presented her findings to a local farm cooperative, confident in her ability to adapt and problem-solve.
Practical Strategies for PBL Leaders and Facilitators
For Teachers:
- Recognize diverse neurotypes in your PBL classroom
- The “crashers” seeking sensory input
- The “internalizers” who appear regulated but might be deer-in-headlights
- The “dandelions” who adapt easily
- The “orchids” who need specific conditions to thrive
- Embrace child-led learning within your PBL framework
- Particularly powerful for neurodivergent learners
- Creates ownership and reduces nervous system dysregulation
- Shift your mindset about challenging students
- “This learner is having a hard time, not giving me a hard time.”
- Get curious about the students who trigger you the most
For Administrators:
- Model attunement when supporting teachers
- “This seemed hard for you. How can I help?”
- Remember that school culture starts at the top
- Create space for nervous system regulation
- Build in reflection time for both teachers and students
- Recognize when someone’s cup is empty
- Understand parent perspectives
- Parents of neurodivergent children want educators to truly see their child
- They know it’s challenging but crave collaboration
The PBL Challenge: See Every Student
At its heart, powerful PBL isn’t just about authentic problems and public audiences—it’s about creating learning environments where every child is truly seen.
Gabriele beautifully articulates her professional “why”: “I want all children to be seen, like truly seen, by their adults.”
Isn’t that what we’re all striving for as PBL educators? Creating projects where every student’s unique gifts, challenges, and contributions are recognized and valued?
Win Story: Meet Ellis
Ellis Oliver, a sophomore at Babcock Neighborhood School, feels seen in her PBL school system. Having been enrolled in her K-12 PBL school from its inception she knows the importance of relationships in her learning journey. Her class started a PBL project on designing sustainable homes. She understands how she best learns and so do her teachers.
Ellis was tasked with researching renewable energy sources and working with a team to develop a blueprint for an energy-efficient house. Through hands-on exploration and mentorship from industry professionals, she discovered a passion for engineering. By the end of the project, Ellis confidently presented her design to local architects. This experience didn’t just teach her academic content—it helped her realize her potential and set her on a path toward a future in sustainable engineering.
Your PBL Call to Action 🌟
- Pause before your next PBL facilitation and check your nervous system state
- Practice attunement by matching energy with dysregulated students, then guiding them toward readiness to learn
- Get curious about the challenging situations in your PBL practice rather than frustrated
Remember: Your ability to attune to your students might be the most powerful tool in your PBL toolkit.
What would happen if we prioritized relationship and attunement as much as we do authentic problems and presentations in our PBL practice? The neurobiology suggests we might unlock an entirely new level of student empowerment.
Reflection Question: How might you apply one neurobiology concept from this article to enhance your next PBL unit? Share your thoughts in the comments!
I’m Ryan Steuer – author and thought leader who specializes in Project Based Learning training, coaching, community, and content to help educational leaders fulfill their vision of deeper learning in their schools. I’ve worked with leaders in school districts of all sizes, from 400 students to 100,000 students. These visionary leaders care about their students, but they are often stressed, overworked, and overwhelmed with the work ahead of them. That’s where I come in! I help leaders achieve their PBL vision, lead their staff, AND stop working weekends.
When I’m not guiding school leaders through Project Based Learning mindset shifts, I am outdoors with my wife and 5 kids – canoeing, hiking, biking, and traveling the US in our RV.
