The Physics of Learning: Why Movement is the Key to the Miriam Mind

Miriam student participating in an election

Meg Bamford | Head of Miriam School and Learning Center

January 14, 2026

Dear Miriam Community,

Recently, a younger student arrived having a visibly tough morning. As he crossed the building's threshold, his struggle was apparent in his posture: shoulders hunched, hair disheveled, and his usually bright eyes dimmed. He moved as though he were underwater.

In many settings, the response would be to "settle" him into a chair and push through the curriculum. At Miriam, we know better. We recognize that a body in stasis often leads to a mind in stasis. We opted for movement.

After fifteen minutes of sensory diet, the transformation was complete. The chatty, happy-go-lucky boy we know reappeared with a sheepish smile and twinkling eyes. "I feel much better," he said. In that moment, his brain was finally "open" for the day’s work.

The Science of an Open Brain

In his foundational work Brain Rules, John Medina explores the undeniable link between physical activity and cognition. His research confirms what we see every day at Miriam: exercise is a biological requirement for mental alertness. Medina’s findings show that active students consistently outperform their peers in memory, reasoning, attention, and fluid intelligence.
When movement is removed, cognitive scores often plummet. At Miriam, we don't view movement as a "break" from learning; we view it as the catalyst for it.

The "gift" of a Miriam education lies in our fundamental understanding of how a child’s nervous system can dictate their ability to learn. We don't ask students to fight their biology; we give them the tools to master it. Here are some examples:

The Foundations of Readiness: Every student from kindergarten through 8th grade begins their day with a personalized "sensory diet." Designed by our occupational therapists, this time, whether it is moving through an obstacle course or engaging in physical activities such as yoga, ensures that each child’s unique sensory needs are met before they are asked to tackle an equation or a reading passage. After lunch and recess, students have another “dose” of their sensory diet, allowing them to fully engage in their afternoon learning.
A Culture of Fluidity: All of our classrooms are active learning environments, well-equipped with resources that allow students to move their bodies to support their learning. Our occupational therapy room is literally the heart of our Webster Groves Campus! It is common to see a student taking a "regulation lap" around the halls, gleefully riding a scooter, or utilizing a trampoline in the back of the room. These are not distractions—they are intentional acts of self-regulation.
The Evolution of Self-Advocacy: As our students transition to High School, those with sensory needs continue to receive coaching in articulating and advocating for their movement needs. At Miriam High School, we think nothing of a student pacing at the back of the classroom during a deep discussion. Miriam High School students master strategies that work for them to focus their attention, remain actively engaged in their learning, and feel good.

This philosophy extends far beyond our school walls. We have found that movement, whether walking, swinging, or simply fidgeting, acts as a "key" that unlocks a child’s ability to express their internal world and to be receptive to learning about the world around them.

We recommend that, if you find yourself struggling to connect with your child, consider changing the physical dynamic. Lace up your sneakers and walk the dog together. You may find that when the feet start moving, the heart opens, leading to some wonderful conversations.

Wishing you warmth and steady motion throughout this chilly month,

Meg Bamford, Head of Miriam School and Learning Center

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