The Remarkable New Discovery About What Your Brain Does While You Sleep

The Remarkable Discovery About What Your Brain Does While You Sleep

We know the brain does beautiful things while we are sleeping. Sleep is important for consolidating learning, storing memories, finding creative solutions to problems and processing emotional issues. Recently, scientists have added to its list of heroics and the findings and what they have discovered is fascinating.

Research has found that sleep has a(nother) remarkable function. Sleep literally cleanses your mind by opening hidden caves in the brain and clearing out toxins.

Researchers have demonstrated that during sleep, the space between brain cells expands, allowing for the flushing of toxins that build up in the central nervous system during the hours we are awake.

‘Sleep changes the cellular structure of the brain. It appears to be a completely different state,’ Maiken Nedergaard, M.D., D.M.Sc., co-director of the Center for Translational Neuromedicine at the University of Rochester Medical Center in New York.

The study, published in Science, shows that during sleep a plumbing system called the glymphatic system seems to open, allowing fluid to flow rapidly through the brain and wash away toxins that have accumulated between the cells.

‘It’s as if Dr Nedergaard and her colleagues have uncovered a network of hidden caves and these exciting results highlight the potential importance of the network in normal brain function,’ Roderick Corriveau, Ph.D., a program director at NINDS.

Researchers made the discovery by injecting dye into the cerebrospinal fluid (CSF) of mice. The CSF is a clear liquid surrounding the brain and spinal cord. (Researchers used mice in the study because of their striking genetic and biological similarity to humans.)

When the mice were unconscious, either asleep or anaesthetised, the dye flowed rapidly but when the same mice were awake, the dye barely flowed at all.

From this, the researchers tested the theory that the space between brain cells increased depending on whether the mice were conscious or unconscious. To do this, they inserted electrodes into the brain to directly measure the space between cells.

They found that when the mice were asleep or anaesthetised, the cellular structure of their brains changed dramatically, with the space inside their brains increasing by 60%.

When we are awake, the CSF mostly covers the surface of the brain. When we sleep, the CSF is able to move deep inside. The effect is striking – potential neurotoxins, like β-amyloid, which have been associated with Alzheimer’s, are cleared twice as fast while we are sleeping as while we are awake.

Previous research has suggested that toxic molecules involved in neurodegenerative disorders collect in the space between brain cells. Nedergaard and her colleagues tested whether the glymphatic system controls this, by injecting the mice with a protein associated with Alzheimer’s disease and measuring the length of time it lasted in their brains when they were asleep or awake. The protein disappeared faster in mice brains when the mice were asleep. This finding suggests the critical role of sleep in clearing toxic molecules from the brain.

Further research is needed to see if the results hold true in humans, but they may have broad implications for our understanding and treatment of neurological disorders.

This study offers preliminary explanations for the observations that many neurological disorders like strokes and dementia are associated with poor sleep patterns. Specifically, lack of sleep may impede the brain from cleaning out toxins, lead to a build-up and ultimately, long-term damage.

As put so eloquently by the researchers, ‘We need sleep. It cleans up the brain.’

[irp posts=”2334″ name=”I Just Want To Go To Sleep! How to Sleep Better (According to Science)”]

2 Comments

Steve Cripe RN

This article only serves to highlight why it is so vital that physicians take their patient’s insomnia seriously, and treat it aggressively. Too many doctors are afraid to treat insomnia with medications.

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Relationship first, then learning and behaviour will follow. It can’t be any other way. 

Anxious brains can’t learn, and brains that don’t feel safe will organise young bodies (all bodies) for fight, flight (avoidance, refusal, disengagement, perfectionism), or shutdown. 

Without connection, warmth, a sense of belonging, feeling welcome, moments of joy, play, and levity, relational safety will be compromised, which will compromise learning and behaviour. It’s just how it is. Decades of research and experience are shouting this at us. 

Yet, we are asking more and more of our teachers. The more procedural or curriculum demands we place on teachers, the more we steal the time they need to build relationships - the most powerful tool of their trade. 

There is no procedure or reporting that can take the place of relationship in terms of ensuring a child’s capacity to learn and be calm. 

There are two spaces that teachers occupy. Sometimes they can happen together. Sometimes one has to happen first. 

The first is the space that lets them build relationship. The second is the space that lets them teach kids and manage a classroom. The second will happen best when there is an opportunity to fully attend to the first. 

There is an opportunity cost to everything. It isn’t about relationships OR learning. It’s relationships AND learning. Sometimes it’s relationships THEN learning. 

The best way we can support kids to learn and to feel calm, is to support teachers with the space, time, and support to build relationships. 

The great teachers already know this. What’s getting in the way isn’t their capacity or their will to build relationships, but the increasing demands that insist they shift more attention to grades, curriculum, reporting, and ‘managing’ behaviour without the available resources to build greater physical (sensory, movement) and relational safety (connection, play, joy, belonging).

Relationships first, then the rest will follow.♥️
Love and lead. 

First, we love. Validation lets them know we see them. Validation is a presence, not a speech. It’s showing our willingness to sit with them in the ‘big’ of it all, without needing to talk them out of how they feel.

It says, ‘I see you. I believe you that this feels big. Bring your feelings to me, because I can look after you through all of it.’

Then, we lead. Our response will lead theirs, not just this time, but well into the future. 

If we support avoidance, their need to avoid will grow. The message we send is, ‘Maybe you aren’t safe here. Maybe you can’t handle this. Maybe your anxiety is telling the truth.’ 

Of course, if they truly aren’t safe, then avoidance is important. 

But if they are safe and we support avoidance, we are inadvertently teaching them to avoid anything that comes with anxiety - and all brave, new, hard, important things will come with anxiety. 

Think about job interviews, meeting new people, first dates, approaching someone to say sorry, saying no - all of these will come with anxiety.

The experiences they have now in being able to move forward with anxiety in scary-safe situations (like school) will breathe life into their capacity to do the hard, important things that will nourish and grow them for the rest of their lives. First though, they will be watching you for signs as to whether or not anxiety is a stop sign or a warning. The key to loving bravely and wholly is knowing the difference.

Teach them to ask themselves, ‘Do I feel like this because I’m in danger? (Is this scary dangerous?) Or because there’s something brave, new, hard, important I need to do. (Is this scary-safe?). Then, ‘Is this a time to be safe or brave?’

To show them we believe they are safe and capable, try, ‘I know this feels big, and I know you can do this.’ Then, give them a squeeze, hand them to a trusted adult, and give them a quick, confident goodbye. Their tears won’t hurt them, as long as they aren’t alone in their tears.

It doesn’t matter how small the steps are, as long as they are forward.♥️
I'm so excited to be speaking about separation anxiety at the Childhood Potential Online Montessori Conference. 

The conference will involve conversations with over 40 other experts, and will take place from 27-31 January 2025. This is for anyone who is an important adult to a young child or toddler. 

I'd love you to join me. See more here 
: http://childhoodpotential.com/?a_box=ncw8h43m&a_cam=1
New, hard, important, brave things will always come with anxiety. It’s the anxiety that makes these things brave.

The only way for kids to never experience anxiety is for us to never put them in front of anything growthful, new, hard, brave. They’ll never feel the discomfort of anxiety, but they also won’t grow and strengthen against it. 

We’ll never get rid of anxiety and we don’t need to. The key to strengthening young people against anxiety lies in helping them feel safer with it. 

Here are 3 ways to do that. First though, and most importantly, establish that they are actually safe - that they are relationally safe, and that they feel safe in their bodies.

1. Take avoidance off the table. Avoidance makes anxiety worse by teaching the brain that the only way to stay safe is to avoid. Little steps matter - any step, even the tiniest, is better than none.

2. Show them you can handle their anxiety and the big feels that come with it:

‘Of course you feel anxious. You’re doing something big. How can I help you feel brave?’ 

Or, ‘I know this feels big, and it feels like you can’t. I know you are safe and I know you can. You don’t need to believe it because I know it enough for both of us. I know you won’t believe it until you see it for yourself. That’s okay, that’s what I’m here for - to show you how amazing you are and that you can do hard things. I can take care of you through the ‘big’ of it all. What’s one little step you can take? Let’s take it together. And don’t say ‘no steps’ because that’s not an option.’

3. Help them understand why they feel the way they do when they are anxious, otherwise they’ll interpret sick tummies, sore tummies, racy heart, clammy skin, big feelings as a sign of deficiency or potential disaster. It isn’t. It’s a sign of a brain and body trying to protect them, at a time they don’t need protecting. 

As long as they are safe, the need to avoid is often more about needing to avoid the thoughts, feelings, and physiology of anxiety, rather than avoiding the thing itself. This is why the physiology of anxiety will continue to drive anxiety until we make sense of it. ‘Hey Warrior’ will help you do make sense of it for them.♥️
Anxiety is about felt safety. It doesn’t mean your young one isn’t safe. It means they don’t feel safe. 

The question then is, what would help them feel safer? This doesn’t mean anxiety will go away, and we don’t need it to. What we’re looking for is what would help you feel braver and safer, even when you’re anxious? 

It also doesn’t mean school is doing anything wrong. But maybe there are little shifts that will make a big difference.

There will always be anxiety whenever there is something brave, new, hard, or growthful to do. But anything we can do to help them feel safer, will help anxiety feel more manageable, and hard things feel more do-able. 

So let’s have the conversation. What’s@one thing school could do that would help your child feel safe enough, so they could do brave enough. There are no wrong answers.♥️

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