Cognitive Slumber

Let’s talk about the term “Cognitive Slumber.”

It refers to a state where the mind is at cognitive rest and is not actively using its cognitive functions, which affects the ability to grow and change.

Many times, adults (educators, family, care givers) influence cognitive slumber in children by stating norms such as:

1. The child is severely disabled; hence, they cannot understand.

2. The child is non-verbal; hence, they cannot communicate.

3. The child is hyperactive; hence, they never pay attention.

4. The child is blind; hence, they do not need learning materials.

Such statements are repeatedly imposed on children and, over time, become their identity through cognitive slumber.

Our responsibility is to change these narratives to address children’s actions as part of their learning process, not as their identity. We must break stereotypes, biases, and presumptions.

We can reframe these narratives as:

1. The child is severely disabled; hence, may need repetition and multiple experiences to understand.

2. The child is non-verbal; hence, uses alternative ways to communicate.

3. The child is hyperactive; hence, requires appropriate support to meet sensory and regulation needs.

4. The child is blind; hence, needs accessible and meaningful learning materials. 

Only then can we bring about the change that we wish to celebrate with them.

Because, there is power in these narratives.

Students in a traditional classroom