The teenage brain explained
Nicola Morgan is a multi-awardwinning author and international expert on teenage brains and mental health, and the science of reading for pleasure.
by Nicola Morgan
A
ll teenagers are individuals. They are also going through shared significant brain and body changes. Their individual cultures, environments, genes and personalities affect how this stage feels for them but the developmental changes must happen, to turn them from protected, dependent child to unprotected, independent adult. Details and references are in my book, Blame My Brain, and teaching materials, Brain Sticks, but here I’ve picked five main changes that directly affect the learning brains in your classrooms.
1. THE THREE NATURAL STAGES Adolescent brain changes start around 11, first with major increases in numbers of neural connections, and girls typically reaching each stage before boys. The second stage follows, with major loss or “pruning” of connections, leaving stronger networks. The third stage, usually starting around age 15/16, is “myelination”, when fatty myelin coats neural pathways, helping messages pass efficiently.
teaching, curriculum and practice but we cannot make it happen before individuals are ready. • Be less likely to have reached each stage if they are young for the class, especially if male. Such students aged 14/15 may struggle to make deep connections between ideas, see inner meanings, have a truly empathetic response to literature or history, or use complex linguistic reasoning, but may be advanced in mathematical subjects. It’s demoralising when classmates can do something you can’t, and some may give up. • Lose a physical skill, often over the long holiday. This may happen more often to boys, possibly because the cerebellum typically changes more in boys and this is crucial for
physical coordination. A natural loss of connections could affect a skill. Reassurance that connections can be rebuilt simply by practice means self-esteem and success can return.
2. UNDEVELOPED PREFRONTAL CORTEX The Prefrontal Cortex (PFC) doesn’t finish developing until mid to late 20s. This “control centre” is necessary for activities such as: • Managing emotions • Controlling focus – e.g. when distracted or preoccupied
In the classroom, teenagers may: • Not have reached the same stage as peers. We can help the process by good
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