brain development

The Teenage Brain: A New Perspective

/ Dave Eberwein / 1 Comment

The teenage years have always been a big adventure — a time of seemingly boundless energy and enthusiasm. There has also been a tendency to sometimes label the teenager as impulsive and reckless — risk-takers who lack the decision-making abilities of adults.

The Wonderfully Complex and Morphing Brain of a Teenager

This characterization is misleading as recent neuroscience research is flipping this narrative on its head.

In an article by Zara Abrams, “What neuroscience tells us about the teenage brain” (2022), it turns out that the teenage brain is not just a bundle of chaos heading towards risky behaviour, but a powerhouse of neural potential and adaptability.

Here are some recent findings …

One of the most fascinating aspects of the teenage brain is its heightened sensitivity to rewards. This trait is driven by increased neural activity in an area known as the ventral striatum, a part of the brain that is involved in decision making, motor control, emotion, habit formation, and reward. This area has long been linked to risky behaviors like substance use, however, in the right environment this same sensitivity can lead to positive outcomes, such as increased motivation and social engagement. Not surprisingly, when teens are exposed to positive environments, their resulting actions tend to point in directions that can lead to some pretty amazing things.

There is building, brain-based evidence to support this.

Here are three brief descriptions of some amazing youth and the impacts they made in their teens:

  1. Autumn Peltier
    • At just 13 years of age, Canadian Indigenous rights activist Autumn Peltier addressed the United Nations General Assembly, urging them to recognize the importance of water protection. In 2019 and at the young age of 15, Autumn Peltier was named the chief water commissioner for the Anishinabek Nation, a group representing 40 First Nations across Ontario.
  2. Malala Yousafzai
    • As a child, Malala Yousafzai went to her dad’s school in Pakistan to be one of the few girls to get an education. One day as she was on her way to school, she was shot by a gunman simply because she was a student. Surviving this horrific event, Malala has become a passionate, global advocate for women’s educational rights.
  3. Greta Thunberg
    • In 2019, this Swedish teen was named ‘Person of the Year’ by Time Magazine in recognition of her work as a climate change activist: “We can’t just continue living as if there was no tomorrow, because there is a tomorrow.”
Autumn Peltier

Today, researchers are using sophisticated methods to study the teenage brain including conducting longitudinal studies. Instead of just comparing different age groups, researchers are following the same individuals over time. This approach is providing an even clearer picture of how the teenage brain develops and changes during adolescence.

The teenage brain is more malleable than we had thought.

This malleability or neuroplasticity means that teens are particularly adept at learning and adapting to new situations — all while their brains are undergoing a significant re-wiring — where their neural network is reducing grey matter (the cell bodies and connections between nerves) while increasing white matter (the insulated neural highways that speed information within the brain and throughout the body).

Malala Yousafzai

Teens are living their complex lives while their brains are making neural changes affecting their thinking, reasoning and actions. And … these changes are not uniform. This variability makes adolescence a unique and critical period, where it can lead to both positive and negative teen behavior.

This is where parents and educators play a pivotal role.

We cannot easily change certain environmental conditions like socio-economic status or even where we live, but we CAN influence an environmental condition that is likely even more important — our relationships with teens.

Greta Thunberg

And because of this, parents and educators play a crucial role in shaping the teenage brain. Positive reinforcement and supportive relationships can steer teens towards healthier behaviors. We can’t always control teen life stressors, but we can model how we react to them and also how we support teens. Understanding this developing science behind teenager brain development can only help influential adults such as parents and educators provide the best possible guidance for youth.

Despite these advances in research, there’s still much to learn about the teenage brain — an incredible, morphing marvel of nature.

So, the next time you see a teenager remember – their brain is not just a work in progress, but a potential masterpiece in the making in which we can all play a role.

The Glory Years: Ages 2-7

/ Dave Eberwein / 8 Comments

When one talks about The Glory Years we typically refer to those times in our past that are remembered for great success or happiness. Maybe it’s your 20s, 30s or even your 50s. Most people probably don’t think it’s when they were a toddler.

However, the years from 2-7 are when our brains are best primed for learning — so, from a learning perspective these are indeed The Glory Years.

The evidence on this remarkable learning time is clear (e.g. Edutopia: Why Ages 2-7 Matter So Much for Brain Development. Neural connections, and hence learning, increase when we are young, but not in a uniform progression.

The first critical period of rapid brain development happens around ages 2 to 7 — the second and final one happens during adolescence. Between the ages of 2 and 7 the nerve connections between brain cells (called synapses) actually double in number, accelerating learning. After age 7 the brain begins to ‘trim’ its neural connections to focus on the areas most useful for daily life. So, it’s during the early years that learning things like languages, interrelationships between concepts, and the mastering of physical tasks like running or riding a bike happen with greater ease.

Albert Einstein

If you are familiar with Albert Einstein, the extraordinary scientist from the early part of the 20th century, you may also know that his childhood was anything but normal. He struggled to even speak as a young child, and had some significant issues in school including being expelled. But, as difficult as his early years were, he was incredibly successful in some areas such as playing the violin, studying magnetism, and being able to think in pictures rather than words. His well known adult accomplishments can likely be tied to his diverse childhood experiences.

(More on Page 2)

Pages: 1 2

The Survival Brain – Let’s Talk About Trauma

/ Dave Eberwein / Leave a comment

This post is about TRAUMA and how it affects us – all of us — whether we’ve experienced it ourselves or we know someone who has lived it.

I am by no means an expert on the topic, but as I have done dozens of times in my blog, I search out those who are expert and lean on their wisdom. The topic of trauma resonates with me — as a lived experience within my family, as a district leader, but more importantly, simply as a human being who is seeking to understand others and what they may be experiencing.

TRAUMA is often misunderstood — and sometimes not even considered as the possible underpinnings of a child’s behaviour. In education, we continue to explore trauma, how it can affect the classroom experience, and how we respond to it. We refer to this reflection and action as Trauma Informed Practice.

The Effects of Trauma can be Significant

I am hoping that today’s information might make you pause and reflect on an observed behavior that seems odd or misplaced — that you might instead take the path of seeking understanding.

The reality is that trauma affects all of us at some point in our lives — whether we’ve experienced it or seen it in others. When it does happen — how it affects us today and how it may affect us tomorrow can be different. This is another reminder to me that, as educators of children who may have experienced trauma, we need to remember that there is always a story behind the behaviour — whether it is trauma based or not.

So, when we see something that does not appear to fit, let’s pause and ask ourselves some questions:

  • Why do their actions seem out of step within the present context?
  • Why do they appear elevated / withdrawn / emotional / quiet / angry / sad?
  • Is there something I am doing that may be contributing to their current expression?
  • Am I being aware and present to the possibility that at this moment they may be having emotional responses grounded in traumatic experiences?

(More on Page 2)

Pages: 1 2