Unlocking the Potential: How Epigenetics Influence Neurodevelopment

The Power of the Input

As a parent of a child with DS, you are intimately aware that genetics play a significant role in shaping your child's development and learning. We also know there is so much more to the story than just DNA.

Enter epigenetics—a scientific field of study that is reshaping our understanding of how our environment and lifestyles influence gene expression.  

Imagine your child’s DNA as a library full of books, each containing instructions on how to build and maintain their body and mind. Epigenetics is like the librarian who decides which books get read and which stay on the shelf. The books don’t change, but which ones are opened and used can vary based on different factors. 

Epigenetics refers to changes in gene expression that don’t involve altering the underlying DNA sequence. Instead, these changes are influenced by various environmental and lifestyle factors—like diet, stress, physical activity, exposure to toxins, and even emotional inputs to the brain like a sense of security, expectation, respect, and unconditional love.

Understanding that things like certain nutrients in your child’s diet (nutrigenomics - more on this in an upcoming post) might help "turn on" genes that support brain health, while other factors, like chronic stress, could "turn off" genes that are crucial for learning and memory, give us tremendous opportunity to create environments filled with neuro-organizing inputs. 

It is imperative to consider epigenetic inputs for children with DS because it offers a valuable tool to address over- and underexpressions from the trisomy. Critically, our children (along with the rest of us) are under constant epigenetic influence...we have the power to decide what kind.

Epigenetics and the family 

Looking at ways to incorporate principles of epigenetics into daily practices gives us an incredible perspective of potential. Providing individualized nutrition, making deliberate choices to reduce the environmental toxin load of our homes, deciding to focus on strengths to create environment for new skills instead of the problem list that sets the stage for low expectations, are just a few ways we can not only massively impact our children's development, but also the health and wellbeing of our entire family.

5 Questions to Jump Start our Epigentic Action Plans

1. What is my child eating?

There are big issues with regards to nutrition that are critical to figure out such as differences in the way our child's gut breaks down food and uses nutrients, individual food sensitivities, metabolic excess and defficiencies, and impacts on autoimmunity, to name a few. Understanding our children's unique needs is a process of discovery for sure, but there are basic things we can do immediately that can epigenetically benefit all of our children (and the rest of our families too!).

• Chemicals - if you can not immediately understand what the ingredient is, let alone pronounce it, eliminate it. Processed foods destroy the guts and microbiomes of everyone, but is devastating to a child with Down Syndrome that has disturbances from the trisomy to begin with. Processed chemicals in food have been linked with such disorders as ADHD, metabolic disorders, mood disorders, and dysregulation, to name a few.
• Sugar and all it's evil counterparts - Eating too much pure cane sugar is a problem for our children because they have difficulties with glucose regulation and inflammation. This not only means added sugar, but all the simple carbohydrates (pasta, bread, crackers, and cereals) that metabolically turn into sugar. Aside from pure cane sugar, we have substances such as High Fructose Corn Syrup and artificial sweeteners that have been linked with things such as cancers, diabetes, and autoimmunity. In the case of artificial sweeteners we have the added component of a chemical compound as well. Sugar is a problem for many of us - I know if I mindlessly eat for a week and get a lot of sugar in my diet I can count on a migraine and stomach issues. 
• Gluten and Dairy - There are significant conversations to have about gluten and dairy, but two I want to focus on here. Gluten is wheat protein, and Dairy has milk protein. These are two proteins our children's GI systems have notorious difficulty breaking down. This is one reason why they rank high on the list of common sensitivities. In addition, using substitutes such as gluten free bread, gluten free pasta, etc., can make things worse! To make pasta and bread without gluten, it takes a large amount of highly refined flours - which have a significant impact on the glycemic index. Similarly, using a dairy substitute such as commercial Almond milks deliver chemicals known to create inflammation. Providing foods that are whole and eliminating processed items as much as possible has a significant impact on regulation, health, and brain function of all of us.
• Eat a Rainbow - getting nutrients and vitamins from food is the ideal way to epigenetically influence health, development, and learning. Eating a large and colorful variety of vegetables and low glycemic index fruits (for example, dark berries) each day is the goal.
• Embark on an individualized approach - finding a functional or naturopathic practitioner experienced in Trisomy 21 (join us at The Down Syndrome Action Plan FB Group for resources) to uncover root causes and creating individualized action plans.

2. Where does my child spend their day?

• Environmental toxins - Everything from the soaps we use to the chemicals we put on the lawn, to new flooring and carpets, and the containers in which we store our food, can all cause significant epigenetic change to our children and ourselves. Aside from being endocrine disruptors, they significantly influence gene expression. 
• Daycare - Lots of times day cares will keep babies who are not yet walking in a "safe place" like a swing or a chair. This is understandable for safety since the other new walkers in the room are not very sure on their feet! The problem is that our babies need intense and repetitive opportunities to integrate their movement. Nevermind sitting in a chair and having things brought to them teaches them that if they just wait long enough, they will get what they need. Have a conversation about maximizing baby's time on the floor. The epigenetic inputs of sensorimotor, reflex, and visualmotor integration aside, baby now understands that she is the master of her environment - if she wants it, she goes and gets it!
• Home - Home is where the heart is! And also the expectation, respect, unconditional love, safety, and comfort. Looking at our baby's development as result of a living, breathing, and excited brain waiting for the right amount of inputs to create beautifully organized outputs, it is critical that we stop focusing on what is wrong, and start focusing on what is right. Read to baby, use proper words, introduce baby to concepts, give baby movement experiences, provide movement challenges, and above all do it with joy! Do it with love and without any expectation of performance. 

3.  Who else spends time with baby?

• Babysitters / Daycare / School - Many times we seek out professional services that have experience with babies with Down Syndrome. It makes sense, we want someone who understands how to take care of our child in our absence. Therein lies the problem. People who "know what children with DS need," understand traditionally accepted methods. For example, they will not carefully correct poor movement patterns as baby transitions through development "...baby is butt scooting? fine" "...spreading legs and flipping over to sit?...I've seen lots of kids with DS do that." These mindsets are not OK. It is imperative that you fully communicate your mindset and expectations with others that are in charge of baby. Daily expectations change our babies' brains epigenetically. 

4.  Has anyone diminished your concerns with "That's just DS."?

• Do your best to explain that expecting proper development is the goal - and that the very insistence upon it, has epigenetic value. If they refuse, disagree, patronize, or tell you to be realistic...
Take your baby and run
Ask for new therapists
Leave doctors
Change sitters


Do whatever is in your power to keep your child and their neurodevelopment away from people, systems, and places that do not share your expectations.

5.  Stress!

• There is no doubt there is much stress in life with a new baby, with a new diagnosis, in a new world, with new roles, and new worries. Even if we are seasoned with experience, stress is a constant factor. There is no doubt that stress epigenetically changes our brains and the brains of our babies.  

Give baby a massage - also if you can, get a massage

Read to baby while snuggled

Deep breathing techniques

Humming (calms vagus nerve)

Go for a walk - when baby needs to go for distance on their neurodevelopmental plan, you will be exercise partners.

Focus on baby's strengths and ways to input everything you can during play and daily routine to epigenetically influence more!

The best part about epigenetics is the excitement. The question of "What can I add to this activity or environment to provide another positive input?" Is empowering. 

The banner in DSAP says "Are your genes your destiny? Not if your mother has anything to say about it!" Take heart moms, we do!

Best,

Geralyn