5 Things We Know About The Adolescent Brain

At the start of this term, our secondary teaching staff dedicated a day to learning what science tells us about motivating the adolescent brain. Head of Academic, Helaina Coote, and I shared some powerful insights from Psychology Professor David Yeager. Dr Yeager, a professor at the University of Texas at Austin, recently published a thought-provoking book titled 10 to 25: The New Science of Motivating the Adolescent Brain. Grounded in cutting edge neuroscience, this learning challenged us to rethink some common assumptions about teenagers. It reminded us that adolescence should not be viewed as a stage to get through, but as valuable second window of opportunity to shape learning, identity, and wellbeing.

Here are five things we now know about the adolescent brain:

1. The Adolescent Brain Is Not Broken
Teenagers are often described as having brains that are still under construction, which can imply something is lacking. This view, which Yeager calls the neurological incompetence model, frames adolescents as flawed thinkers in need of constant correction. But neuroscientists like Ron Dahl and Adriana Galvan offer a different perspective. They acknowledge the vulnerabilities of the adolescent brain but focus on its remarkable potential. One analogy compares the adolescent brain to a Ferrari: fast, powerful, and built for performance. What it needs is the right fuel such as status and respect and safe road conditions such as support, guidance, and connection.

2. The Brain Is at Peak Adaptability
Adolescence is a time of exceptional neuroplasticity, second only to early childhood. The brain is primed to learn, adapt, and rewire in response to experience. During this stage, the brain creates an enormous number of new neural connections while pruning those that are not used. Long term potentiation strengthens memory formation, meaning adolescents can learn and retain new information, whether in sport, music, or languages, more rapidly and durably than adults. Even IQ can change during these years. This window is a powerful chance to grow emotional intelligence, develop habits, and shape values that can last a lifetime.

3. Emotion Drives Adolescent Learning
Adolescents feel emotions more intensely because their emotional brain develops ahead of their logical brain. This can sometimes result in strong or reactive responses. But emotional intensity also fuels empathy, makes learning more memorable, and deepens social awareness. Because identity is being shaped and relationships matter deeply, students learn best when they feel seen, safe, and supported. A sense of belonging is not a luxury. It is a prerequisite for learning during these years.

4. Adolescents Are Wired for Exploration and Innovation
Teenagers often crave novelty and take risks not because they are careless but because their brains are wired for discovery. Their sensitivity to dopamine drives them to seek rewards, explore new ideas, and challenge the status quo. This neurochemical drive is not just about thrill seeking- it gives young people the impetus to step outside their comfort zone and prepare to leave the safety of home. To grow into independence, they need to try new things, take on challenges, and explore who they are becoming. This risk taking can lead to boundary pushing, but it also fuels creativity, innovation, and growth. With high cognitive flexibility, they are ready to question, remix, and try new ways of doing things. When supported well, their drive to explore becomes a powerful asset.

5. The Adolescent Brain Is Motivated by Status and Respect
One of Yeager’s most compelling insights is that adolescents are deeply motivated by a sense of status and respect. This is not about vanity. It is about belonging. According to Yeager’s status and respect hypothesis, these needs are as essential for teenagers as food and sleep are for infants. When young people feel valued and respected, their motivation and engagement can soar. But when they feel excluded or dismissed, the same brain regions that register physical pain light up. Adolescents will pursue status, sometimes through positive means like leadership, and other times through defiance. Our role as parents and teachers is to provide opportunities for them to earn genuine respect and feel a sense of purpose.

Informed by Yeager’s research, our staff explored practical strategies for motivating adolescents and giving wise feedback. Across three sessions, teachers reflected on what resonated most in their practice. Learning from globally recognised researchers such as David Yeager was energising and has sparked valuable professional dialogue across our school.

How does this confirm or shift what you already know about the adolescent brain and connecting with teenagers in your life?

UNICEF Office of Research – Innocenti. (2017). The Adolescent Brain: A Second Window of Opportunity – A Compendium. Florence, Italy: UNICEF.

Yeager, D. (2024). 10 to 25: The Science of Motivating Young People. New York: Simon & Schuster.