Listen to short audios with lots of information. 

Each audio addresses parental involvement in the Brain Highways program.


Parents learn how to de-stress their brain.

When our kids are struggling, parenting can be more stressful than what we’d ordinarily expect. That’s why a significant part of the pons course teaches parents (and kids) how a brain becomes stressed in the first place—and more importantly—how we can apply what we know about the brain to de-stress it.

For example, when parents first enroll in the pons course, they’re asked to rate their stress level on a 1-5 scale.  A “1” or “2” rating means the parents are not feeling much or any stress.

However, a “3” rating means parents feel as though they’re standing right at the edge of a “stress” cliff. A “4” rating means they feel as though they’ve already fallen—yet are still hanging onto the edge. A “5” rating means they feel as though they’ve already fallen and are now spiraling downward.

Regardless of where our parent participants live in the world, about 95% rate themselves a 3, 4, or 5 rating when they begin our program. But here’s the great news. After parents have finished the pons and midbrain courses, we, once again, ask them to rate their stress level. Now, those very same parents rate themselves a 1 or 2!  


Parents learn two different approaches for changing the brain.

We teach parents specific movements to complete their own and child’s lower brain development. But we also teach parents how it’s possible to “disable” unwelcome, automated responses (e.g. whining, screaming, negative self-talk, clinging, hitting, quitting as soon as something goes wrong, and so on).

This application of neuroplasticity, which is unique to the Brain Highways program, is very different than the physical movements we do to complete the lower brain development. To learn how the brain originally creates “unhelpful” circuitry, read “What’s the Downside of Neuroplasticity?”


Parents are responsible for 60% of the program results.

That’s why parents need to review the course materials, complete assignments, and implement what they’ve learned.

Much of the parents’ role is to reframe unproductive thoughts (since we act on what we think) and eliminate automated unproductive behaviors (unfortunately, all of us have such highways). Parents also ensure that they and their child do the daily brain work and implement program approaches that help everyone create a positive, calm, energized brain. 

Of course, parents receive lots of help to do their assigned job. They receive weekly multimedia materials, on-going support from the Brain Highways staff, and a separate bonus component called, “The Parent Supplement,” which parents can access the entire time they’re enrolled in the pons course.

So, yes, parents play such a significant role in our program. That’s why we always say that the parent—not the child—is the biggest variable in terms of moving forward.


Kids are also part of the brain organization team.

But here’s the gotcha. Even if parents do their part exactly as asked, they will not be able to change those behaviors directly related to their child’s incomplete lower brain development. That’s why the kids are responsible for the remaining forty percent of the program results. They have to do the actual physical brain work in order for many changes to happen.


When both parents and their kids do their parts, the “magic” begins.

Parents can review our entire curriculum and complete every assignment, but that’s never going to change a child’s eye tracking, coordination, ability to focus—or any other behavior directly related to the underdevelopment. Likewise, parents can ensure their child does the physical brain work every day, but that, in itself, will not eliminate unproductive learned behaviors or create the most positive cortex.

Yet, the combination—where parents and kids are each doing their respective parts—now, that’s the winning ticket. That’s what makes it possible for families to experience changes that they never imagined before starting the program.