As you are most likely aware, 80% of all learning difficulties are related to emotional stress (Stokes & Whitehead, 1987).
In an article, NLP in Education - A Magnificent Opportunity, for the web, Don A. Blackerby Ph.D. said, and I quote: “I recently heard a psychologist refer to ADD as "The great dumping ground for all complaints about students". I tend to agree with him.”
All learning is state dependent and not only is the Learning State the only way to eliminate the effects of “ADD” or “ADHD” it is also the definitive state for learning and recall. The scholar or student moves his or her perception and awareness to a level that is above the sensory based triggered patterns of the mind and can then focus with intent. Anchoring can be used to support the scholar or student to enter the Learning State rapidly and with volition, helping scholars with learning disabilities cope with the stress.
Neuro-linguistic Programming (NLP) gives us the knowledge to find out, at the process level, how any scholar or student is blocking his - or herself and to figure out how to assist them. The changes that they will experience are both rapid and life-altering. Many students adopt incomplete or incorrect learning strategies. Every thought process has an identifiable strategy which can be elicited and changed.
One of the basic philosophies of NLP is that each person has an inner representation of their world that is unique and reflects their perception of each aspect of their experience. The memory of any event or situation is encoded and stored in all of the sensory systems to some extent and in different areas of the brain. These systems are referred to as modalities in the language of NLP.
When recalling a memory, a picture or image of some kind is often the dominant aspect of the recollection (visual modality). Sometimes there is sound or voice involved (auditory modality). Including each of the senses, there are five modalities and an internal dialogue with which any inner representation of a memory can be recorded and recalled; visual, auditory, kinaesthetic, olfactory, and gustatory.
Imagine that the scholar or student had experienced some sort of visually significant emotional distress or trauma, the scholar or student will then (unconsciously) not make use of the visual part of their brain for recall purposes and in so doing, will not make full use of his capabilities. The same can be said for any other modality.
Once we identify the emotional issues such as anger, sadness, fear, guilt, phobias or limiting beliefs decisions preventing the scholar or student from making use of his full potential we can, as an NLP Practitioner, eliminate these bound energies easily and successfully.
NLP and Time Line Therapy® offers numerous opportunities for scholars. The scholars will learn self-motivating strategies; they learn the structure of curiosity and interest as well as how to apply it in all situations; they learn about the best learning strategies; the ultimate learning state and how to apply it as well as other valuable lessons such as developing a rapport with the educator They will learn to recognize unconscious rapport leaders and the positive/negative effect they could have.