Running Head: ADOLESCENTS IN EDUCATIONAL CONTEXTS 1

Adolescents in Educational Contexts

Name

Institutional Affiliation
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Adolescents in Educational Contexts

As adolescents grow physically, cognitively and emotionally, they are likely to

experience challenges due to unfamiliar emotions, the need to develop social relationships, and

an increased sense of responsibility. While some adolescents pass through the stage smoothly,

some experience gaps in their lives that increase their likelihood to engage in risky behavior such

as experimenting with drugs, unprotected non-marital sex, and negative peer pressure. These

issues then negatively affect the adolescents’ physical health, psychological adjustment, and

academic achievement, which can have direct impacts on the rest of their lives, and hence,

educators have crucial roles to play to mitigate these risks.

The physical changes associated with adolescence impact the individual’s interest in sex

and the perception of others. According to Sisk and Zehr (2005), puberty is all about the

emergence of sexuality which increases sexual behavior of the individuals. As adolescents

engage in sex, they are at an increased risk of pregnancy and sexually transmitted diseases. The

rates of engagement in risky sexual behavior varies based on factors such as socioeconomic

status of parents and the rate of maturation. Graber et al. (2004) state that early maturation results

in increased sexual attention from boys and men, which in most cases, the girls are not well

equipped to handle. The girls are likely to be recruited into groups where they date older males,

which could result in unwanted pregnancies and increased rates of school dropout and early

marriages. Such a move limits their academic achievement and their lives in the long run. As an

educator, I understand that sexual behavior is a part of adolescence, and experimentation is

normal. I will help the adolescents to understand the risks of their behaviors by providing

nonjudgmental guidance and information.

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Moreover, adolescents constantly seek thrilling activities to increase stimulation and

arousal. Sisk and Zehr (2005) explain that adolescents are more likely to explore, experiment,

and engage in risk-taking which increases their vulnerability to engaging in risky behavior as

their brains refines and stabilizes its neural connections for later efficiency. Negative risk taking

is more common during the late adolescence stage and many unhealthy behaviors such as

substance abuse begins then. Substance abuse negatively impacts academic performance and

increases the risk for antisocial behaviors such as violence which further alienates the individual

worsening their mental status. The individuals may also engage in criminal activities to sustain

their substance abuse habit, putting them at risk of imprisonment. Besides, the misuse of drugs

also leads to acute health problems, which increases the user’s vulnerability to chronic disorders

or morbidity later in life. I will be on the lookout for warning signs that point to disruptive

behavior that could be related to substance abuse. Graber et al. (2004) state that substance abuse

impairs functioning which results in deterioration of performance at school and antisocial

behavior. Understanding the trajectories of this behavior and the factors that leave adolescents

susceptible to the behavior is critical for early intervention and prevention strategies. By paying

more attention to students who are at risk, I will be well positioned to seek help for my students

who may need professional intervention.

Among the most controversial changes experienced by adolescents are those associated

with peer groups. Graber et al. (2004) postulate that many adolescents attach great importance to

the activities that they can do with their peers, even more than they attach to their academic

achievement. Against this background, peer pressure is born out of the need to have an identity

and to belong. As they seek social acceptance, adolescents are more likely to conform to their

peers, which increases their susceptibility to negative peer influence. They are likely to join
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gangs and take part in risky behavior such as criminal activities so that they can belong. Graber

et al. (2004) cite the body changes associated with boys that may increase peer pressure to join

gangs in communities where gangs form the major form of peer interaction. Early maturation for

boys increases their vulnerability to negative peer pressure that may cause them to join gangs as

they are perceived as older due to their physical appearance while their cognitive abilities are

still limited. This occurrence is also prevalent among early maturing girls who are forced to

engage in risky behavior so they can fit in with the older crowds.

As an educator, I will strive to create settings in which adolescents can be actively

involved in social and productive activities to counter the negative influence that peers can have

on each other. Milkman and Wanderg (2012) posit that most delinquent and antisocial behaviors

are prevalent during the early and middle adolescence years. Aware of this fact, I will set up

programs to create and support peer groups where those in those stages can be active

participants. Milkman and Wanderg (2012) explain that enhancing the lives of the adolescents

with positive opportunities and experiences significantly reduces the likelihood and magnitude of

the challenges that they are facing. I will then initiate programs where the older adolescents can

then mentor the younger ones. These programs will be crucial in making the adolescents feel that

they are respected and appreciated as they are granted more responsibilities. Hence, they will

have a chance to make important contributions in the communities in which they live, promoting

successful transitions into adulthood.

Generally, based on my adolescence experiences and the concepts learnt in school, I will

create an environment that enhances the intellectual autonomy of the students and creativity

taking into account the heterogeneity of the adolescent development experience. Such a strategy

can only be facilitated by having robust relationships with them where open communication is
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encouraged. Besides, providing them with safe places where they can explore and experiment

will promote their wellbeing for successful transition into adulthood. Liauw et al. (2018) state

that the learning environment plays a crucial role in cognitive development as adolescents are

introduced to complex mental tasks which strengthen their abilities to solve complex problems.

As such, I will strive to create an environment where the learners can solve complex problems by

connecting them to their experiences by connecting the activities to their personal interests,

previously knowledge and current events. Such experiences will enhance their critical thinking

skills and increase their confidence while simultaneously growing their learning skills to improve

their educational outcomes.

Overall, adolescence lays the foundation for the lifelong wellbeing of the individual with

far reaching impacts on physical and mental health throughout life, academic achievement and

the quality of life that one leads. While it presents opportunities for growth and development, it

also poses significant challenges for issues such as premarital sex, substance abuse, and negative

peer pressure as the individuals prepare for adulthood mentally, socially, and physically amidst

all the changes that they are experiencing. Cognizant of this fact as an educatory, I will

effectively address the changes that adolescents experience to promote their’ healthy

development and school functioning by forming and maintaining positive relationships with

them. These relationships will be crucial to the execution of strategies that are geared to help

them cope with the issues they are facing for effective transition into adulthood.
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References

Graber, J. A., Seeley, J. R., Brooks-Gunn, J., & Lewinsohn, P. M. (2004). Is pubertal timing

associated with psychopathology in young adulthood? Journal of the American Academy

of Child & Adolescent Psychiatry, 43(6), 718-726.

Liauw, I., Baelen, R. N., Borah, R. F., Yu, A., & Colby, A. (2018). Gratitude for teachers as a

psychological resource for early adolescents: A mixed-methods study. Journal of Moral

Education, 47(4), 397-414.

Milkman, H. B., & Wanderg, K. W. (2012). Adolescent development and pathways to problem

behavior. Criminal conduct and substance abuse treatment for adolescents: Pathways to

self-discovery and change, 21-54.

Sisk, C. L., & Zehr, J. L. (2005). Pubertal hormones organize the adolescent brain and behavior.

Frontiers in neuroendocrinology, 26(3-4), 163-174.