If youâre an educator balancing program planning, observations, emails to families, urgent PDs, documentation (oh, the documentation), and the occasional behaviour curveball, youâre not alone. That scattered, scrambled feeling or burden of stress – I know it too well. As a person with attention issues and a highly demanding study/ family life/workload, I had to learn to do ONE thing that helped me massively throughout my working life. It still helps me along with daily walks.
I call it BRAIN DUMP. THIS IS WHEN I TAKE A PEN AND MY DIARY AND START WRITING EVERY SINGLE THING THAT I HAVE TO DO. WITHOUT EXCEPTIONS. WITHOUT TOO MUCH THINKING.
More than a random scribble or to-do list, brain dumping is an evidence-informed, educator-friendly strategy that helps you think more clearly, focus more deeply, and feel more grounded in your day.
đ§ So, what is a brain dump?
Itâs simple: I write down everything swirling in my headâtasks, worries, questions, reminders, creative ideas, without trying to organise or solve them. Itâs like clearing my mental inbox. I focus on just getting it all out so you can breathe a little easier.
Learn more about the Getting Things Done approach here https://www.youtube.com/watch?v=ls52RtK_0jo
â Why does it work? According to science?
1. It reduces cognitive overload. Cognitive Load Theory (Sweller, 1988) tells us that our working memory has limits. And when it hits capacity, clarity disappears. Writing things down helps to clear that mental clutter, freeing up space for focus, reflection, and better decisions (Chandler & Sweller, 1991).
2. It improves focus and productivity. Ever felt clearer just by naming your to-dos? Research on externalisation (Scaife & Rogers, 1996) backs that up. In one study, participants who wrote down unfinished tasks performed better on unrelated tasks afterwards (Masicampo & Baumeister, 2011). The brain likes to know youâve acknowledged whatâs there; it can let go more easily. To capture looming tasks, I often use “tasks” app on my phone on the go.
3. It lowers anxiety and overwhelm. Thereâs powerful research behind expressive writing and wellbeing. Pennebaker & Beall (1986) found that writing about your thoughts can significantly reduce stress. Wow! I am on board with my reflective journal to fight the stress. A 2018 study (Schroder et al.) even showed that writing before a task reduced physical signs of stress and improved performance. Pretty relevant when you’re navigating emotional labour and curriculum deadlines.
4. It supports metacognition. Brain dumping isnât just about getting things out. In my experience, it is about reflecting on what is happening. Metacognition (thinking about your thinking) is linked to better judgment and more intentional decision-making (Zimmerman, 2002). In the early childhood profession, this means sharper critical reflection and more thoughtful pedagogy.
đĄ So… How educators can use it
- Start-of-day reset: Clear your head before the children arrive. Grad the one-pager and write it all down.
- Before planning/documentation: Start with five minutes of free-writing to help you focus.
- After tricky moments: Use it as a reflective tool to unpack what happened.
- Before bed: Offload your thoughts so youâre not mentally writing learning stories at 2 am. It helps me to also be grateful for the best moments of the day
- Team meetings: Try a collective brain dump to surface tensions, issues or insights.
đ A brain dump isnât about being more productive for productivityâs sake. I always feel better and more focused after that. I feel just a tad more under control.
What about you? Have you tried this technique?
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