What on earth is brain balancing? And how is it relevant to me?
Brain balancing is a concept developed by Dr Robert Melillo. The basic philosophy behind it is based on how the brain and body develop over time, and how different parts of the brain grow, connect and work together.
When we are developing in the womb and early in life, there are specific developmental steps that occur in a particular order and at particular timeframes. These are often referred to as critical periods of development, where certain parts of the body and brain are especially sensitive to input from the environment.
For example, different organs and systems begin developing at different stages during pregnancy, and the same idea applies to the brain after birth. In early childhood, the brain is highly responsive to movement, sensory input and experience, which all help shape how it develops and functions.
The early years of life are particularly important. It is estimated that a large proportion of brain development occurs within the first few years, where neural connections are rapidly forming and being refined based on experience. Brain development and organisation, including the development of hemispheric differences, is shaped by both biological and environmental factors during this time (Wu et al., 2025).
Importantly, research shows that the brain is not only highly adaptable during these periods, but also more vulnerable. Environmental influences, particularly stress, can have a significantly greater impact when they occur during critical windows of development compared to later in life. For example, studies have demonstrated that stress exposure during childhood and adolescence can lead to long-term changes in brain function and increased vulnerability to mental health conditions, whereas similar stress experienced in adulthood tends to have more temporary effects (Gomes et al., 2019).
During this time, the brain relies heavily on input from movement, the senses, and the environment to develop properly. Factors such as movement opportunities, sensory experiences, stress, nutrition, environmental exposures and genetics can all influence how the brain develops.
Brain Balance and Hemispheres
The brain is made up of two hemispheres – a left and a right side. While they are designed to work together, each hemisphere tends to specialise in different functions. This division of function, known as brain lateralisation, is a well-established feature of the human brain and is thought to support efficiency and cognitive capacity (Rogers, 2021).
For example, one side may be more involved in language, logic and sequencing, while the other may be more involved in spatial awareness, emotional processing and broader awareness of the environment.
In typical development, both hemispheres grow and mature in a relatively balanced way, while still maintaining their specialised roles. They are constantly communicating with each other through networks in the brain.
However, in some cases, development between the two hemispheres may not occur evenly. This can result in differences in how each side of the brain processes information and communicates. Altered patterns of hemispheric asymmetry have also been observed across a range of developmental and psychological conditions, suggesting that differences in how the brain is organised can influence behaviour and function (Berretz & Packheiser, 2022).
Research has suggested that atypical patterns of brain lateralisation and connectivity may be present in some neurodevelopmental conditions, including autism and ADHD (Leisman et al., 2022).
What Do We Mean by “Imbalance”?
When people talk about a “brain imbalance”, they are usually referring to differences in how the two hemispheres are developing, activating or communicating.
Some researchers describe this as differences in how well certain brain networks are communicating with each other.
This doesn’t necessarily mean something is “damaged”, but rather that development may be asynchronous – meaning some areas of the brain may be maturing faster than others.
For example, research has suggested that in some neurodevelopmental conditions there may be:
- Increased activity in more local, short-range connections
- Reduced connectivity between more distant brain regions
Altered patterns of hemispheric asymmetry and connectivity have also been observed across a range of developmental and psychological conditions, suggesting that differences in how the brain is organised can influence behaviour and function (Berretz & Packheiser, 2022).
This can impact how different parts of the brain integrate information, particularly for higher-level functions like attention, emotional regulation and social processing (Leisman & Melillo, 2025).
How This Affects Function
The brain works as an integrated system. Movement, sensory processing, emotions, attention and cognition are all interconnected.
Higher brain areas, particularly in the frontal lobe, are involved in more complex functions like attention, behaviour, emotional regulation and decision-making. These areas rely on input from lower brain regions and sensory systems to function effectively.
When there are differences in how these systems connect and communicate, it can influence how someone:
- Moves
- Focuses
- Regulates emotions
- Processes sensory information
- Learns and interacts with the world
There is also a strong relationship between movement and higher brain function. Research suggests that motor and sensory systems are closely linked with cognitive and emotional processing, meaning that changes in movement and sensory function can influence higher-level brain function (Leisman et al., 2023).
More broadly, brain lateralisation itself is considered a fundamental feature of the nervous system and is thought to support efficient processing and coordination across different brain functions (Güntürkün & Ocklenburg, 2020).
So What Is Brain Balancing?
Brain balancing is an approach that aims to support more integrated brain function by working with the nervous system through:
- Movement
- Sensory input
- Coordination tasks
- Timing and rhythm
- Targeted exercises based on assessment findings
The idea is that by providing specific types of input to the brain and body, we can help strengthen connections, support development, and improve communication between different brain regions.
There is emerging research suggesting that multimodal programs that include movement and sensory-based activities may support improvements in attention, behaviour, motor skills and emotional regulation in some populations (Jackson & Jordan, 2022; Teicher et al., 2023).
That said, this area is still developing, and more high-quality research is needed to fully understand the mechanisms and long-term effects.
Bringing It All Together
Brain balancing is really about understanding how the brain develops, and recognising that movement, sensory input and experience play a key role in shaping that development.
Rather than looking at symptoms in isolation, this approach looks at how different systems in the body and brain are working together.
For some people, especially those experiencing challenges with attention, learning, coordination or regulation, exploring how the brain is processing and integrating information can provide a useful piece of the puzzle.
About the Author
Jackie Bollen is a physiotherapist and founder of Reflecting Health, where she specialises in brain-based physiotherapy approaches including primitive reflex integration and hemispheric brain balance. She works with both children and adults to support movement, nervous system regulation and overall wellbeing.
References
Berretz, G., & Packheiser, J. (2022). Altered hemispheric asymmetries as an endophenotype in psychological and developmental disorders: A theory on the influence of stress on brain lateralization. Frontiers in Behavioral Neuroscience, 16, Article 1054114. https://doi.org/10.3389/fnbeh.2022.1054114
Duboc, V., Dufourcq, P., Blader, P., & Roussigné, M. (2015). Asymmetry of the Brain: Development and Implications. Annual review of genetics, 49, 647–672. https://doi.org/10.1146/annurev-genet-112414-055322
Gomes, F. V., Zhu, X., & Grace, A. A. (2019). Stress during critical periods of development and risk for schizophrenia. Schizophrenia Research, 213, 107–113. https://doi.org/10.1016/j.schres.2019.01.030
Güntürkün, O., Ströckens, F., & Ocklenburg, S. (2020). Brain Lateralization: A Comparative Perspective. Physiological Reviews, 100(3), 1019–1063. https://doi.org/10.1152/physrev.00006.2019
Jackson, R., & Jordan, J. T. (2022). Reliable change in parent-rated scores on the Brown Attention-Deficit Disorder Scales® from pre- to post-participation in the Brain Balance® program. Humanities & Social Sciences Communications, 9(1), Article 315. https://doi.org/10.1057/s41599-022-01333-y
Leisman, G., & Melillo, R. (2025). Evaluating Primitive Reflexes in Early Childhood as a Potential Biomarker for Developmental Disabilities. Journal of Paediatrics and Child Health, 61(6), 846–851. https://doi.org/10.1111/jpc.70053
Leisman, G., Melillo, R., Melillo, T., Machado, C., Machado-Ferrer, Y., Chinchilla, M., & Carmeli, E. (2022). Taking Sides: Asymmetries in the Evolution of Human Brain Development in Better Understanding Autism Spectrum Disorder. Symmetry (Basel), 14(12), Article 2689. https://doi.org/10.3390/sym14122689
Leisman, G., Melillo, R., & Melillo, T. (2023). Prefrontal functional connectivities in autism spectrum disorders: A connectopathic disorder affecting movement, interoception, and cognition. Brain Research Bulletin, 198, 65–76. https://doi.org/10.1016/j.brainresbull.2023.04.004
Teicher, M. H., Bolger, E., Hafezi, P., Garcia, L. C. H., McGreenery, C. E., Weiser, L., Ohashi, K., & Khan, A. (2023). Open assessment of the therapeutic and rate-dependent effects of brain balance center® and interactive metronome® exercises on children with attention deficit hyperactivity disorder. Psychiatry Research, 319, Article 114973. https://doi.org/10.1016/j.psychres.2022.114973
Wu, X., Zhang, K., Kuang, N., Kong, X., Cao, M., Lian, Z., Liu, Y., Fan, H., Yu, G., Liu, Z., Cheng, W., Jia, T., Sahakian, B. J., Robbins, T. W., Feng, J., Schumann, G., Palaniyappan, L., & Zhang, J. (2025). Developing brain asymmetry shapes cognitive and psychiatric outcomes in adolescence. Nature Communications, 16(1), Article 4480. https://doi.org/10.1038/s41467-025-59110-9
