As one who believes very strongly in the power of education to change the lives, both now and in the future. I also recognize that “education” must change with the times. I was fortunate enough in my career in education to come across a couple of great minds in the field.  Both of whom have played a major role in transforming my personal education practice, perspective, and paradigm, or Belief system.

One of those great minds was that of Sir Ken Robinson.  He often spoke about finding one’s “Element”—that unique intersection where natural aptitude meets deep passion. We’ve all heard the expression that someone is in their element.  Too often however, this idea is interpreted narrowly, as though the element is simply what someone does: a career, talent, or activity. But Robinson’s deeper insight was that the element is also about the conditions that allow a person’s gifts to surface and flourish. In other words, the element is not only about ability—it is about context. He believed reform-minded schools would house these environments.

This too is where the work of Drs. Stuart Shanker and Susan Hopkins becomes profoundly relevant. Their concept of Self-Reg “Havens” describes spaces—physical, emotional, and relational—where stress is reduced and a person feels safe, calm, and connected. In such ecologies, the brain is no longer dominated by survival mechanisms initiating responses. Instead, it becomes capable of curiosity, creativity, and sustained engagement.

To my way of thinking then, Self-Reg havens provide the neurobiological conditions for discovering one’s element.

Overwhelming stress, whether physical, emotional, or social can shift a nervous system into survival mode. In that state, talents may remain hidden and passions muted. One may appear disengaged, unfocused, or uninterested as self-preservation rules the day.

When educators intentionally create havens—through warm relationships that co-regulate, provide opportunities for restoration—something remarkable happens. Students begin to show capacities that previously seemed absent. Curiosity awakens. Persistence grows. Resilience is the reward.

Robinson reminded us that human potential is abundant and diverse. Shanker and Hopkins help explain why that potential sometimes lies dormant. The implication for education as well as workplaces is powerful: before we ask others to demonstrate their gifts, we must first ensure they have a place where their nervous systems can settle. Only in such havens can one’s element truly emerge.

Cognitive Dynamics can help.