Unexpected, biologically salient stimuli elicit a short-latency, phasic response in midbrain dopaminergic (DA) neurons. Although this signal is important for reinforcement learning, the information it conveys to forebrain target structures remains uncertain. One way to decode the phasic DA signal would be to determine the perceptual properties of sensory inputs to DA neurons. After local disinhibition of the superior colliculus in anesthetized rats, DA neurons became visually responsive, whereas disinhibition of the visual cortex was ineffective. As the primary source of visual afferents, the limited processing capacities of the colliculus may constrain the visual information content of phasic DA responses.

Attending university is a time of considerable change, and there are rising concerns about the mental health and well-being of university students, leading to calls for a whole-university approach to student support. Resilience interventions offer an opportunity to improve mental health and well-being, whilst also developing a much sought-after graduate attribute. We conducted a systematic review of interventions designed to increase university students’ levels of resilience and examined the impact of these on students’ mental health and well-being. Five databases identified 1377 unique records, 47 of which were eligible for inclusion. Eligible studies were drawn from a range of countries and adopted different designs, with the most common being the randomised controlled trial (RCT). Interventions were classified into mindfulness, skills-based, psychoeducation, and coaching, with delivery both online and face-to-face. The most common outcomes were depression, anxiety, stress, and well-being. The ‘Quality Assessment Tool for Before-After (Pre-/Post) Studies’ was used to assess the risk of bias with most studies rated as fair. Overall, the studies indicated that there is little evidence of a positive effect on depression, but stress and anxiety may be reduced following interventions. Well-being data were inconclusive. Interestingly, most interventions did not impact measures of resilience or mindfulness, despite the training targeting these constructs. The available research is currently limited and there is a need for more high-quality designs providing descriptions of interventions.

Many dopaminergic neurons exhibit a short-latency response to noxious stimuli, the source of which is unknown. Here we report that the nociceptive-recipient parabrachial nucleus appears to be a critical link in the transmission of pain related information to dopaminergic neurons. Injections of retrograde tracer into the substantia nigra pars compacta of the rat labelled neurons in both the lateral and medial parts of the parabrachial nucleus, and intra-parabrachial injections of anterograde tracers revealed robust projections to the pars compacta and ventral tegmental area. Axonal boutons were seen in close association with tyrosine hydroxylase-positive (presumed dopaminergic) and negative elements in these regions. Simultaneous extracellular recordings were made from parabrachial and dopaminergic neurons in the anaesthetized rat, during the application of noxious footshock. Parabrachial neurons exhibited a short-latency, short duration excitation to footshock while dopaminergic neurons exhibited a short-latency inhibition. Response latencies of dopaminergic neurons were reliably longer than those of parabrachial neurons. Intra-parabrachial injections of the local anaesthetic lidocaine or the GABA(A) receptor antagonist muscimol reduced tonic parabrachial activity and the amplitude (and in the case of lidocaine, duration) of the phasic response to footshock. Suppression of parabrachial activity with lidocaine reduced the baseline firing rate of dopaminergic neurons, while both lidocaine and muscimol reduced the amplitude of the phasic inhibitory response to footshock, in the case of lidocaine sometimes abolishing it altogether. Considered together, these results suggest that the parabrachial nucleus is an important source of short-latency nociceptive input to the dopaminergic neurons.

As a relatively young science, neuroscience is still finding its feet in potential collaborations with other disciplines. One such discipline is education, with the field of neuroeducation being on the horizon since the 1960s. However, although its achievements are now growing, the partnership has not been as successful as first hopes suggested it should be. Here the authors discuss the theoretical barriers and potential solutions to this, which have been suggested previously, with particular focus on levels of research in neuroscience and their applicability to education. Moreover, they propose that these theoretical barriers are driven and maintained by practical barriers surrounding common language and research literacy. They propose that by overcoming these practical barriers through appropriate training and shared experience, neuroeducation can reach its full potential.