The Teenage Brain and Risk in the Classroom

Teenagers make decisions and judge risk differently to adults, but how does this affect behaviour in the classroom?

Whenever I said to people I taught A level people were amazed I enjoyed working with teenagers. Their imaginings of a room full of Kevins & Perrys was not my experience. Recent research though, can explain stereotypes of teenagers through their changing neurobiology. Our understanding of how the teenage brain developed has really changed over the last decade or so with easier access to MRI scanning. We also know that three quarters of all mental illness starts before the age of 24 – so teenagers are at high risk – why this is a case is not fully understood, but the environment does play it’s part.

Risk in the classroom

Clearly ‘risk’ means different things to different people – driving at 70mph down a narrow road may be one person’s low level risk, whilst standing up in front of a class maybe someone else’s high level risk – so a quick caveat is that what follows will not apply to everyone in your classroom.

The Psychology Bit

During adolescence (well slightly longer, more like 11-25 years) the brain is undergoing massive restructuring and this affects the pre-frontal cortext (PFC), the bit right at the front of their brain.

The result of an under-developed PFC (amongst many things) is:

• Reduced ability to make rational, logical decisions or weigh up outcomes;
• Difficulty controlling emotions and impulses;
• Engage in more risky & impulsive behaviours.

Sound familiar?

Teenagers are also much more aware of their peers and there is the need to fit in – so risk taking may increase in ways such as drug taking and dangerous driving i.e. showing off, or there is avoidance of risk where you might look stupid e.g. speaking out in class, performing.

Avoiding Risk

I have had numerous students over the years say ‘Miss, please don’t ask me questions in class, I don’t want to talk in front of everyone’. Whilst wanting to respect the student’s concerns I also know that allowing avoidance or non-participation is not helpful.   When we are scared of doing something and don’t do it, we can quickly end up in a negative spiral that might look something like this:

However, if we are frightened and we don’t learn to take these ‘safe’ risks we will never learn that taking risks are important for our learning and development, it will hold us back and affect our mental health. We have no evidence to counter the negative thoughts and avoidance behaviour makes us feel better.

Encouraging Risk Taking in the classroom

• Build a relationship with the student to show that they can trust you and that your classroom is a safe place to try things out;
• Role-model observing events (both external and internal) without judgement instead respond with compassion and understanding;
• Role-model getting things wrong in front of people and demonstrate that people don’t laugh;
• Always praise brave attempts – do this for all students – if a student does something that is a good attempt but wrong, praise them for trying or interesting thought or similar, don’t put them down; don’t judge them; don’t make them look foolish for trying;
• Prepare them – give them a heads up on what you are planning and tell them they will have to do it but they can prepare, this may not work for all students, use your judgment;
• Ask fearful students to face their fear at a lower level e.g. if they don’t want to put their hand up in front of the whole class get them to contribute to a small group discussion first, when they are comfortable with this try a prepared contribution and then finally ask them to answer a question unprepared;
• Give them a bit of psychoeducation – tell them about the cycle above and perhaps challenge their thoughts – will people really laugh at you? What evidence do you have for this?

Be mindful of the student’s feelings and never force them into doing something they don’t want to do, be understanding but firm do not allow students to avoid situations that make them feel uncomfortable, find a compromise such as contribution to a small group discussion or a post-it note discussion.

Managing High Risk Taking

Clearly some students like taking risk and will do things you’d rather they didn’t in a bid to look ‘cool’ in front of their mates.  As teachers we can help them to manage this risk taking and it is helpful for them to learn how to make decisions when risk is involved.  So top tips for risk takers:

• Teach them to assess and manage risk by modelling your decision making process;
• Encourage ‘if..then’ thinking (if I do x, then y will happen);
• Make activities novel and risky – create hooks that appeal;
• Reward for good behaviour must outweigh that for social approval – in group/out group competition;
• Group students effectively so that they are likely to moderate their risk taking;
• Encourage them find other outlets for risk taking (e.g. sport, theatre)