Teaching the Brain: The Impact of Education on Brain Health

00:00:03: Welcome to the Brain Health Mission Podcast, exploring how science

00:00:07: policy

00:00:07: and everyday choices shape the health of your brain.

00:00:10: And what you can do.

00:00:23: In today's episode, we are looking into one of the most important protective factors to prevent dementia and enhance brain health.

00:00:42: Namely education in childhood and adolescence.

00:00:47: To complete education.

00:00:48: school gives you opportunities for later life but also better brain health And to discuss why this is so.

00:00:57: Why does education have a protective effect?

00:01:01: I have guests with me in the studio, Professor Anna Janssen, professor of Child Nology at Re-University in Brussels

00:01:09: and

00:01:09: at The University of Antwerp.

00:01:12: Welcome Anna!

00:01:12: Thank you very much.

00:01:13: i'm happy to be here

00:01:16: Anna, before we start talking science who are you?

00:01:20: Could you tell the listeners a little bit about yourself.

00:01:23: So I am a neurologist and a pediatric neurologist by training And i work clinically with children and adolescents that have neurological and neurodevelopmental conditions such

00:01:34: as

00:01:35: epilepsy autism rare neuro genetic diseases acquired brain injuries And I've been involved for many years in education and training medicine, pediatrics and youth health as well.

00:01:52: For the last year's I was head of the Advocacy and Collaboration Committee on European Pediatric Neurology Society, the EPNS where i focused on advocacy for children with neurological conditions.

00:02:09: One of the missions is to make sure that children's brain health... ...is recognised as a foundation for life-long brain health.

00:02:16: So it isn't just a pediatric issue, but public health priority across our course.

00:02:23: That was great and I liked your last sentence about not pediatrics or neurological health,... ...but public health!

00:02:31: And it's about society – so much true.

00:02:34: It's wonderful to have you with us today And it's quite extraordinary actually because in the episodes that we've made earlier, We have focused on the adult brain.

00:02:45: But today will focus what happens before childhood and adolescence?

00:02:50: How these phases of life can affect our brain health when we are a child or youngster but also for most later-in-life As you told us You're an analogist who are specialized in diseases and children, and teenagers.

00:03:10: And the whole period that we considered to be childhood adolescence... Why these two faces so crucial for brain development?

00:03:22: What is actually happening in the brain of a child or teenager?

00:03:26: A lot

00:03:26: of things!

00:03:27: Childhood and adolescents they're very critical windows in brain development.

00:03:33: So during this periods The brain is not just growing in size, but it's wiring itself.

00:03:39: So we see very specific processes which recall synaptogenesis and pruning and myelination But these are all processes that form the connections In-in the brain.

00:03:54: so there's a lot of connections that are developed And then later they're selectively Yeah, strengthened Um...and ones where you don't need much less used and that's what we call pruning.

00:04:08: And so, that makes the developing brain very plastic and adaptable adjustable but also very vulnerable.

00:04:16: So I think it is important from a brain health perspective all these experiences such as education or stimulation stress, nutrition social interaction.

00:04:29: They all these experiences become embedded in biological and neural circuits And I think this early architectures.

00:04:38: they influence our cognitive reserve and emotional regulation and resilience later on.

00:04:44: So also the life course perspective.

00:04:49: what happens with childhood and adolescence?

00:04:54: They are very important for later lives, so if we want healthy aging brains it's important that we start by protecting and support developing brains.

00:05:05: It is like building a house isn't?

00:05:07: I mean you have to have the sound foundation... ...so then your house can be standing on it!

00:05:12: Otherwise more or less will become vulnerable to storms and other things than

00:05:17: what

00:05:19: happened.

00:05:21: I've had a keen interest in what happens with the teenage brain.

00:05:25: My sons have suffered little from that because they said, oh this is what's happening to you!

00:05:30: But an Norwegian colleague of mine... A very treasured colleague named Marta Vassivasen.

00:05:36: she has also been on the podcast.

00:05:38: She has been describing The Teenage Brain as a site for construction saying that the frontal lobe also other parts of the brain, but the frontal lobe in particular is getting really a total makeover.

00:05:52: And thus functions such as regulation of emotions and thinking about consequences.

00:05:58: what happens if I don't get up in the morning or something like that might be temporarily out-of order or at least not so prominent, no to insult any teenagers listening to us.

00:06:09: But is this in accordance with your own experience?

00:06:12: that childhoods are one phase but especially the teenage face might also be quite challenging for parents and environment because something's really going on?

00:06:23: perhaps cannot totally comprehend.

00:06:25: So I think that description is actually very accurate and helpful, the total makeover.

00:06:31: so during adolescence the frontal part, the frontal lobes or prefrontal cortex especially they're responsible for what we call executive functions such as impulse control.

00:06:46: our planning activities also risk evaluation and they mature relatively late often into the mid-twenties.

00:06:53: but at the same time limbic systems or reward system, they mature much earlier and so there is a kind of an imbalance.

00:07:03: And that explains why adolescents can be emotionally intense also novice seeking the want to try new things sometimes are not good at consequence thinking even when they're really capable.

00:07:16: So I think, well in real life and also in clinic.

00:07:20: we see this every day.

00:07:21: it's not bad behavior or because there are no intelligence.

00:07:25: its' really neurodevelopment.

00:07:26: so i think is an important message for parents teachers society that adolescents need guidance structure punishments having immature frontal lobe Yeah, support to develop through this phase into a more balanced version of themselves.

00:07:48: Oh that was so nicely said!

00:07:49: I totally agree with you.

00:07:51: and in these part-of life also in childhood but also in the teenage years going to school is a huge part of our lives at school.

00:08:01: it's the place where we are taught maths literature all other subjects But also as site for social learning.

00:08:10: first love, first experience with flunking a test and have to live with it.

00:08:16: And what does current research tell us about the link between early life education... ...and long-term brain health outcome?

00:08:26: Well there is strong evidence that education in early life... ..is associated with better health decades later.

00:08:33: So from larger epidemiological studies... ...evidence that shows Each additional year of formal education reduces the risk of dementia by around seven percent.

00:08:45: There are various sources, but often they agree on this.

00:08:48: so one-year or formal education extra is a reduced reduction of like about seventy seven percent.

00:08:56: and so education contributes to what we call cognitive reserve that is the brain's ability to cope with pathology before it becomes clinically clear before it really becomes overt or obvious.

00:09:11: So, It's important that is not only about academic knowledge.

00:09:15: school also enhances your language development and problem-solving skills social cognition emotional regulation exposure to novelty.

00:09:24: so all these strengthen this different brain networks.

00:09:28: I think again from the P&S perspective its' important.

00:09:32: we try inclusive Accessible education, that is really a form of primary prevention for neurological disease.

00:09:40: So it's not just something that has to be done... It's an investment in brain health and a form-of-primary prevention.

00:09:49: I think we can put like this.

00:09:52: Investment i think its such good word actually And basically learning for life In all the aspects of life Practically, academically, socially.

00:10:04: Are there any particular thing in early education that has a special protective effect?

00:10:09: Would you say to be able read or understand figures, is there an ability that would especially point out.

00:10:22: I think many elements are really protective and it's the diversity which probably is most important.

00:10:31: so language-rich environments like bilingual or multilingual exposure, but also problem solving and critical thinking just rather than road learning.

00:10:41: But they're trying to learn... ...to figure out things on your own.

00:10:48: Social interaction, cooperation, peer learning are important.

00:10:53: I think about physical activity that is integrated in school life.

00:10:56: It's not only about math & languages a healthy lifestyle.

00:11:03: And also at the social level, supportive teacher-student relationships are definitely helpful and protective.

00:11:11: so it's not just what is thought I think but very much how it is taught.

00:11:17: So environments that encourage curiosity an agency they appear to foster stronger cognitive reserve.

00:11:24: diversity would be my keyword here.

00:11:29: A little of everything.

00:11:30: That is good!

00:11:31: We know that for all things in health, a little exercise... ...a little sound food and so on it's good for you.

00:11:38: I think that was very nicely put.

00:11:41: Did yourself enjoy going to school?

00:11:44: Any particularly good memories that would like share with me and the listeners?

00:11:47: Yes

00:11:48: i think.. In general i did like go to school And probably my period in adolescence even more than primary school.

00:11:58: So I grew up in a small village and when i started high school around age twelve, um...I met teachers that truly opened my world.

00:12:06: They talked about their travels.

00:12:08: they recommended books the shared movies they loved.

00:12:11: so for me then felt just much bigger than going to school or being into class room And also enjoyed extracurricular activities.

00:12:24: final year students, they organized a play for teachers and parents.

00:12:27: And so everyone could take part in.

00:12:29: I think those experience really stayed with me.

00:12:32: They feel school more social and creative and meaningful than not just academic.

00:12:38: It's really that layer during especially during adolescence helped me through.

00:12:44: when made it the balance was overall mostly positive.

00:12:49: What did you stage?

00:12:51: four plays?

00:12:52: Shakespeare or your own?

00:12:54: Much more like our own creations,

00:12:58: which

00:12:58: I really enjoyed.

00:13:03: And sometimes you just learn the value of what you learned later in life to be to be a professor like you are, to educate students.

00:13:12: It's little bit like standing on the stage as well isn't it?

00:13:15: Yes and also that participation with all different disciplines.

00:13:18: some people are good at one Some have other skills in bringing them together.

00:13:23: yeah I really enjoyed this.

00:13:27: Even more exotic skills can help later in life.

00:13:30: My Professor at the gymnasium he made us learn Shakespeare's Shall I Compare Thee to a Summer's Day by Heart.

00:13:38: We had to have

00:13:39: that.".

00:13:39: And he said, That is going be useful when you are going find your boyfriend or something.

00:13:44: and it really was!

00:13:48: But i didn't realise that...I realised that couple of years later It would be interesting being able say this.

00:13:53: but no so its good.

00:13:56: what we learn stays with us for the rest of our life.

00:14:01: all re-mentioned a little bit about that.

00:14:03: You say it's not what you are learning, but how do you learn?

00:14:09: How education is done?

00:14:11: and then this can affect the outcome.

00:14:14: of course during the corona pandemic we saw many children had to stay out of school.

00:14:21: they were taught using digital devices And some of them clearly was a negative experience.

00:14:28: And they claim, or later told us that they lost the social aspect.

00:14:34: and we also see there were less seen by their teachers.

00:14:39: Obviously because it's much harder to be on screen.

00:14:42: together Of course, digital education can be convenient and teams and all the other platforms can be tempting to use.

00:14:51: And it could also be tempting for a student in their early twenties... ...to stay late in bed then see the lecture later on.

00:14:59: But do you have any views of that?

00:15:01: Is is same with your brain?

00:15:02: where are educated?

00:15:04: I think yes!

00:15:05: The pandemic has taught us alot about this.

00:15:07: So i think digital tools they're very valuable.

00:15:11: I think also about children with chronic illness or mobility issue, a rare condition.

00:15:16: So that allows them to be more connected.

00:15:19: but for most children especially the younger ones learning is really social brain activity.

00:15:25: so physical presence non-verbal cues spontaneous interaction they are all important.

00:15:33: attention very much motivation and emotional learning.

00:15:38: I think prolonged isolation and screen-only learning that had negative effects on mental health, it's been well proven.

00:15:46: And we learned also through the pandemic.

00:15:48: so i think its not the same for brain.

00:15:51: So blended approaches are much more favourable.

00:15:56: We're much more advocate of these approaches.

00:15:59: so digital education should complement but not replace in person schooling.

00:16:06: I

00:16:08: agree so much on you because, it's lost in the screen.

00:16:13: The gestures and mimics are harder to evaluate whether a person sitting infront of is actually agreeing with or listening to what they say Or looking at some other app.

00:16:26: It can

00:16:27: also be coincidental things that happen that are

00:16:32: not planned

00:16:33: or foreseen.

00:16:34: And very often these are good recipes for making learning more interesting.

00:16:41: Yes, and because that is sometimes a problem... ...that many educational systems are constructed after the main idea of one size fits all.

00:16:51: in times where economy's quite very strained you try to make system everybody will fit into.

00:16:59: but we know children ask adults as we are different.

00:17:03: There is, for instance strong evidence of a biological difference on group level that the brain of girls mature earlier than those boys and thus have an obvious advantage in their last years at compulsory school.

00:17:19: I mean while teenagers they might be still thinking ahead whereas the boy's very concerned about what happens now or then.

00:17:27: We also see from child to child that there are children who mature later, perhaps also due to a neurological condition.

00:17:37: What can be done to compensate for that?

00:17:39: do you think?

00:17:41: And should we compensate for this?

00:17:42: Should we take the effort to do

00:17:44: so?".

00:17:45: Absolutely!

00:17:46: I think children will develop at different speeds and neurodevelopmental diversity is more the rule than exception.

00:17:53: i think In a group approach on average girls to show earlier maturation of certain brain networks, but there is so much variability in each group it's enormous.

00:18:05: So if you add then your developmental conditions and chronic illness or social disadvantage than I think the system quickly becomes unfair if you really want to treat everyone in the same way.

00:18:19: So I think compensation is not necessarily lowering standards, but it's trying to remove unnecessary barriers.

00:18:26: so flexible schooling or differentiated teaching are later school start options for some and also recognition of neurodiversity i think all important approaches.

00:18:41: It's trying to not have one recipe for everyone or one size fits all, but equity.

00:18:47: Like equal chances of children developing their best possible way.

00:18:54: that I think is the most essential for brain health in long run?

00:19:00: I think so too and i think that equal chance is a very important key sentence, because that is also important for society.

00:19:10: Because if you give children the opportunity to develop in their own speed.

00:19:15: then we'll see they come out and can be useful or feel useful later on in life.

00:19:24: They're not left behind.

00:19:25: I think it's important.

00:19:27: We are going into another part of our podcast now.

00:19:30: In this podcast both Mythbusters and we try share true fact that our listeners perhaps did not know and try to highlight interest in the research.

00:19:42: And today I will share with you Anna, and the listeners a research on the impact of childhood actually can have on our diet later in life which again of course could have consequences for our health quality-of-life and so on.

00:19:56: A study from England by Russell Etko found that childhood experiences, whether you felt careful or whether you experienced abuse and neglect influenced your later intake of fruit and vegetables.

00:20:12: And also your preference for comfort food – a care food perhaps comforting to eat at the moment but cakes are not good in the future!

00:20:27: And comfort food is also linked to obesity, and quite sad but also the possibility as I see it.

00:20:33: The findings here

00:20:34: because

00:20:35: when we are supporting families that are struggling We can also positively influence lifestyle factors of the children in these families for their adult life and Obesity actually a really health threatening pandemic at present.

00:20:53: It's all in the brain and the brain is acting upon memories that you have from your childhood experience.

00:21:00: Does this make sense to you,

00:21:01: Anna?

00:21:02: Yes I think it makes perfect sense.

00:21:05: so yes a study you mentioned nicely illustrates how these early emotional experiences shape lifelong behaviour stress or neglect, or insecurity.

00:21:17: They influence the reward pathways and coping strategies that also influence your food choices.

00:21:23: so yes!

00:21:24: And I think from a neurological perspective, memory emotion and habit formation they're very intertwined.

00:21:32: So i think that's also good example of what we refer to increasingly as brain capital.

00:21:38: so the idea is our brains accumulate resources over time including cognitive skills.

00:21:44: but emotional experiences mental health resilience These resources, they are shaped early in life.

00:21:52: So when... In childhood there are experiences that are supportive and secure.

00:21:59: It builds to or it prepares a stronger brain capital.

00:22:02: And when these experiences are adverse That capital can be depleted Or redirected towards short-term coping rather than long term health.

00:22:12: So I think indeed supporting families early and trying to reduce adversity, strengthening secure attachment of children to the parents.

00:22:21: It does not only improve well-being in childhood because that's often what we focus on but it protects brain capital across life course.

00:22:31: so long term effects physical health mental health even also probably societal outcomes such as productivity and healthcare burden.

00:22:42: Yeah, so early intervention I think is one of the most powerful tools that we have not just for preventing neurological diseases but to really invest in brain capital both at an individual level as we were talking.

00:22:55: But iIthink it can also have impact on societal levels.

00:22:59: So yes through this study It's a beautiful example

00:23:08: children's care is actually doing something for brain health later on.

00:23:12: It's worth it, yeah!

00:23:13: Actually yes we have to say the listeners...it's worthed to invest in our children?

00:23:19: of course it is but it's good to be said.

00:23:22: and what about you Anna?

00:23:23: Are there any interesting myths or not so interesting myths on the effect of childhood on later brain health or anything else that you would like?

00:23:35: I'm

00:23:36: not sure if it's really a myth, but one of the things that we do here regularly is children will outgrow their early brain problems without any consequences and i think this isn't true.

00:23:48: We know that early insults to the brain are because of head trauma or severe infection or adverse experiences.

00:23:58: so being biological or more psychosocial they can have subtle but lasting effects.

00:24:05: And maybe another myth is that stimulation must really be excessive or we need to stimulate our children and give them all possible opportunities.

00:24:14: I think that also might be a bit overstated in reality, providing us safe and predictable and supportive environment of much more important than constant enrichment.

00:24:26: so sometimes you see this trend in society or just very, they want their child to do the best at each potential moment and so that's probably also not necessary.

00:24:47: Safe predictable supportive are probably key concepts to refer too

00:24:54: because you don't have be a super entertainer No, and sometimes it's good to be bored.

00:25:01: I mean when... Sometimes you must let your child sit there And say i don't have anything To do?

00:25:05: Then You Say Okay What Do You Do About It?

00:25:09: That Brings Us Indeed Back Also To Screen And So On.

00:25:13: I Think Screen Time Is Something that also Might Have Negative Impact on Brain Health.

00:25:21: And so, yeah indeed just being able to be bored from time-to-time and then try things go explore is very helpful for learning.

00:25:35: So listeners, it's not dangerous to be bored.

00:25:38: You're not a bad parent if your children are complaining about being bored.

00:25:43: you can also Be boring as parents who don't have to be the fantastic entertainer.

00:25:48: But the main thing is to provide a sound framework for your children something that they can relate on and rely On then also been able to grow within and finally grow out of its.

00:26:00: yes This is, it's very interesting to have here and I learned a lot.

00:26:08: The listeners would probably like us to get some practical advice.

00:26:13: And what can parents do support their children in the school setting?

00:26:18: Any good advice?

00:26:19: What do you perhaps based on your scientific expertise?

00:26:24: I think It's helpful to be present not just be controlling next to child but also available Be curious, truly curious in what the child is experiencing and provides structure as you just mentioned.

00:26:43: The framework for a child.

00:26:45: so I think simple things matter regular routines reading together physical activity sleep But probably most of all, really showing interest in what the child is learning and what that child is discovering.

00:26:58: And I think throughout childhood and adolescence there's always so many new things that children bring... ...that they have experienced, that they've discovered with their friends and their peers Just watching series where they are interested together Watching movies together sharing experiences.

00:27:16: So to be emotionally available and open to their world Make the journey also very interesting for you as a parent.

00:27:24: Yes, it does and I mean we adults also like that people are interested in what we're doing.

00:27:29: why should our children be different?

00:27:32: And i think about having an open channel.

00:27:35: I heard from a German psychiatrist who says that... You should always be available for speaking or you keep up the communication.

00:27:49: Of course, teenagers are not very fond of parents digging into their lives but they say ... No.

00:27:59: And you say, okay do you want to tell me about it?

00:28:01: So that is... so you have to seek the conversation.

00:28:04: I think yeah i think that's important.

00:28:06: and then finally if there is something you should know they-if you have this channel open in most cases will come to when they feel their ready for it.

00:28:17: um because there is a difference isn't between being a so called curling parent trying to smooth out any unpleasantness or to be responsive parent, providing a framework for brain that is undergoing extreme change.

00:28:34: So you really have to say both as a child neurologist and an neurologist mainly focused on adults?

00:28:41: Do you have any reflection of that?

00:28:43: Is it do think its true parents nowadays are more like being a calling parents than they used too ?

00:28:49: Or just another media hyped story

00:28:53: Difficult for me to really compare also over time, and I think there are lots of different parenting styles.

00:29:00: But children need challenges they need to be able to explore but it's important to do so in a safe framework as you pointed out earlier.

00:29:10: So removing all potential obstacles and smoothing everything or barriers just deprives the brain from learning opportunities.

00:29:21: So supporting the children through difficulty, just rather than preventing difficulty I think that builds resilience and also helps their planning an organization on problem-solving skills to find a way through more difficult situations.

00:29:37: You help your child by providing framework and encouraging them instead of taking away all barriers for them.

00:29:49: If you've never experienced to lose, for instance in a game then You can't regulate those feelings when they come because They will come alive.

00:29:57: In some situations your parents cannot protect you from losing and And Then you have to know these feelings in order To be able to say okay I lost but now i Can walk on or?

00:30:08: I'll try another guy time Or something like that...I really agree with you On That one.

00:30:14: If there is one thing you would advise more than parents on, from your experience?

00:30:20: From a personal and clinical experience.

00:30:22: Is that one thing?

00:30:25: My One Thing is talk with your child.

00:30:27: really Talk like ask open questions listen its language reflection And emotional connections.

00:30:34: That I think they're among the strongest drivers of brain development.

00:30:38: So it's The Open Channel in communication and connectedness.

00:30:42: yes

00:30:44: I think connectedness is a very good word.

00:30:46: Keep the communication channel open and as you said previously, You will have lots of fun to this parent!

00:31:01: because the problem for other brains is that they try to avoid something new.

00:31:06: We stay in our own conventions and we talk about the same things, And suddenly it's like wow!

00:31:14: Is this...is there something you can look at a different way?

00:31:17: That so much truth.

00:31:19: Yeah I think its talking but the connectedness mainly also.

00:31:24: It could be non-verbal Because sometimes things are set without using words and not all children can talk, or other lessons are good at expressing their emotions.

00:31:36: So it is talking but much more than just the verbal-talking It also can be nonverbally.

00:31:46: really being connected open and present

00:31:50: It's like sharing an experience, and I think especially you who work with children with neurological diseases for instance That have problems in communicating by language And so on can see that perhaps they need different Approachments from their parents.

00:32:09: They need to have something different To share if physical experience or something together of viewing.

00:32:20: Our time is soon up.

00:32:22: but as you already mentioned little and also the president of your foundation, there are many pediatrics who say that people have good brain health.

00:32:36: It's not only a personal thing.

00:32:39: it's vital to all societies.

00:32:41: thus its political responsibility.

00:32:44: And how can we make our societies more brain-friendly for children and teenagers?

00:32:58: How do things that will have a lifelong effect on them.

00:33:02: You already talked about supporting families who are struggling, but is there any other thing you have in mind?

00:33:11: how we organize our society for instance or something like that.

00:33:16: I reckon you have some suggestions here?

00:33:19: Yeah, it's ambitious to invest in brain health especially at the current times but I think societies must recognize education as a long-term brain health investment and i think it can be achieved through different routes as we discussed access to quality early childhood education for all children, also inclusive schooling that have neurological or developmental conditions.

00:33:52: To make sure they don't miss out.

00:33:55: and with recent evolutions in society... For example the use of digital tools and AI The divide is not becoming bigger but everyone's on board so being inclusive.

00:34:08: there We talked about supporting families at risk and investing in families early on.

00:34:18: And I think also policies, at societal level that reduce child poverty and stress because it has really been proven to reduce brain health and decrease brain capital in the long run.

00:34:31: a life across the lifespan vision to really see that everything we invest in childhood and adolescence will improve brain health.

00:34:46: In the long run, it'll make people more productive so contributes to bring capital and also prevents Difficulties in the long run such as dementia and neurodegeneration later on, I think investment early-on is key.

00:35:04: Hmm...I think so too!

00:35:06: That was very nicely put.

00:35:08: So listeners In this episode we learned that Early Investment gives a lifelong effect also on brain health A positive effect.

00:35:19: That it's important to have the communications channels for your child open and that they can be done.

00:35:28: in a physical way as well as in the verbal one.

00:35:31: And also that, uh... The brain and childhood and adolescence is a changing thing That there are changes almost not from hour to hour.

00:35:42: but we also need to accept and recognize that because um.. A brain that's changing very rapidly it´s also very vulnerable to damages that can occur during this phase.

00:35:56: So we need to frame them in against something that will have the effect of later-in life, if we do it a proper way.

00:36:07: Was that good sum up Anna?

00:36:09: Do you have any final remarks?

00:36:11: No I think you really captured most what was discussed.

00:36:17: Thank you so much, Anna.

00:36:18: This was great fun!

00:36:19: I learned a lot from you and it's also very nice to discuss this interesting period of life.

00:36:27: So...I hope the listeners enjoyed as much as i did.

00:36:32: Thanks again for this insightful discussion And thanks our listeners For joining us on the Brain Health Mission podcast.

00:36:41: If you've enjoyed this episode follow me on your preferred podcast platform Share it with your network and stay tuned for more exciting conversations on brain health.

00:36:51: And Anna, we'd like to meet again!

00:36:59: You've been listening to the Brain Health Mission podcast where science meets action for a healthier brain.

00:37:05: If you enjoyed today's episode don't forget to follow us on Spotify or your favorite podcast app so that never miss an update.

00:37:12: For more tools, tips and expert insights head to brainhealthmission.org.

00:37:17: That's BrainHealthMission.org.

00:37:20: Until next time take care of your brain.

00:37:22: it is the only one you've got.