Stress Getting in the Way of Sleep? New Research Might Have the Answer

Stress Getting in the Way of Sleep? New Research Might Have the Answer

Some days have teeth. They’re the ones that push and pull and bite, and ask more of us than we have to give. A little bit of stress can be a good thing, nurturing resourcefulness and resilience, but when stress lasts for too long it can do damage.

One of the ways it does this is by interfering with sleep and stealing the healing, restorative pillow time that is essential for strong physical and mental health. New research has found something that can help.

The research, published in the journal, Frontiers in Behavioral Neuroscience, found that a regular intake of prebiotics can protect against the effects of stress, and restore healthy sleep patterns after a stressful event.

Prebiotics are different to probiotics and we need both for good physical and mental health. Both help the growth of healthy bacteria in the gut, but they work in different ways. Probiotics are living good bacteria that are important for a happy gut. They are found in cultured or fermented foods including yoghurt, sauerkraut, miso and kombucha. Prebiotics are food for probiotics. They are the non-living ingredients that feed the good bacteria and help them to flourish. Prebiotics are found in non-digestible plant fibres such as legumes, asparagus and oats, chicory, onions, leeks, garlic, Jerusalem artichokes.  

The connection between gut health and mental health has been well established. Inside our gut, in the intricately folded tissue that lines the gastrointestinal tract are 200-600 million neurons. This is affectionately referred to as ‘the brain in our gut’ or our ‘second brain’, and it plays a vital role in our mental health. It communicates back and forth with our main brain, directly influencing many aspects of our well-being, including stress, anxiety and sadness, as well as memory, decision-making and learning. 

While there has been plenty of attention on the importance of probiotics for mental health, there has been less on the role of prebiotics.

About the research.

The research was conducted with rats, but stay with me – rats and mice are often used in experiments because of their biological and physiological similarity to humans. In the study, the rats were divided into two groups. One group received a prebiotic diet for several weeks before they were exposed to stress. The other group did not receive the prebiotic-enriched diet before the stress exposure.

‘Acute stress can disrupt the gut microbiome and we wanted to test if a diet rich in prebiotics would increase beneficial bacteria as well as protect gut microbes from stress-induced disruptions. We also wanted to look at the effects of prebiotics on the recovery of normal sleep patterns, since they tend to be disrupted after stressful events.’ – Dr Agnieszka Mika, postdoctoral fellow and one of the authors of the study.

The stress that the rats were exposed to was equivalent in intensity to something like a car accident or a death of a loved one for humans.

The rats that were given the prebiotic diet did not show stress-induced changes in their gut mictrobiota. Their sleep patterns were also restored to normal sooner than the mice that did not receive the prebiotic diet.

We know the importance of keeping our stress levels in check, but at many times in our lives, stress will be unavoidable. Including prebiotics (as well as probiotics) in our diets might be a way to look after ourselves, and minimise the intrusion stress into our sleep and our daily lives. 

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Too many students are being stifled by anxiety, and this number is on the rise.

Far from being ‘another anxiety workshop’, this comprehensive approach will draw on neuroscience, evidence-based strategies, and highly respected therapeutic models in developing a fresh, impactful approach to working with anxiety in young people.

We will explore anxiety from the ground up, developing a ‘roadmap’ for a therapeutic response to anxiety that will include key information, powerful strategies, and new responses to anxiety to effect immediate and long-term change.

This workshop is for anyone who works with young people in any capacity. 

Includes full catering, handbook and PD certificate.

For the full range of workshops in Australia and New Zealand, see the link in the bio.♥️
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. 

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: 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.♥️

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