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This research reminds all of us of the importance of designing systems that work for how students brains develop and at different stages of life.

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I appreciate the expanded science guidance on adolescence brain development and reframe on the period as one of opportunity/potential vs. a phase of live to suffer through. Are you drawing from the policy and/or (re)design recommendations from The Promise of Adolescence: Realizing Opportunity for All Youth report (2019) from the National Academies of Sciences, Engineering, and Medicine? https://doi.org/10.17226/25388.

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I appreciate the expanded science guidance on adolescence brain development and reframe on the period as one of opportunity/potential vs. a phase of live to suffer through. Are you drawing from the policy and/or (re)design recommendations from The Promise of Adolescence: Realizing Opportunity for All Youth report (2019) from the National Academies of Sciences, Engineering, and Medicine? https://doi.org/10.17226/25388.

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Align system with developmental needs

The structure of schools (particularly middle school) are not conducive to what adolscents need most, particularly in the social emotional realm. Need to reimagine schooling based upon where the students are in their devlopmental phase.

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A lot of the systems we have designed (including the inequities we have baked in) are causing problems for healthy adolescent development. Time to redesign!

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Messages and stimuli shaped heavily by historical inequities impact adolescents from different social sectors in very different ways

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Messages and stimuli shaped heavily by historical inequities impact adolescents from different social sectors in very different ways

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When teens make potentially harmful choices in their experimentation with risk-taking behavior, how do we leverage the science to frame it as a step in a positive learning trajectory rather than buying into the widely accepted narrative about adolescence and labeling teens as troublemakers, etc.?

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paying attention to the transition points ES-MS-HS-Higher ed/work; and blurring these artificial lines

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paying attention to the transition points ES-MS-HS-Higher ed/work; and blurring these artificial lines

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The structure of schools (particularly middle school) are not conducive to what adolscents need most, particularly in the social emotional realm. Need to reimagine schooling based upon where the students are in their devlopmental phase.

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Vivian Tseng, William T. Grant Foundation

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Vivian Tseng, William T. Grant Foundation

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Adolescence is a time of opportunity! For racial/ethnic identity development, relationship-building, learning new skills, and sleep!

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real-world experiential culturally affirming learning opportunities, centering relationships, busting siloed systems, and reframing adolescence as a moment of incredible opportunity, not peril.

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I am going to continue to think about what Adriana shared about social and cultural factors playing a role. We are taking a gorgeous cross-section of the world in our adolescent community members and cramming them into cookie cutter systems. On top of that, the headlines seem to keep reinforcing and defending that system. These factors are suppressing full potential. Is this also a cause of the mental health concerns we are seeing?

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What are the systemic ways that the science of adolescent learning and development is being applied.

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What are the systemic ways that the science of adolescent learning and development is being applied.

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how wanting to belong and have purpose is connected to relationships within and outside of middle/high school - and also transition in postsecondary and workforce

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Connections between their learning and the real world 

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Connections between their learning and the real world 

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The Adolescent period is likely the most creative and transformative period---how do better we benefit from that in shaping society.

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If the very act of being an adolescent is defined as a problem -- is it any wonder that adolescent mental health suffers?

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The research must acknowledge and wrestle with the very persistent and different perceptions of "adolescence" by race.

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The research must acknowledge and wrestle with the very persistent and different perceptions of "adolescence" by race.

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Safe spaces for exploration, healthy relationship building, and testing their abilities and limits (quite the opposite of memorizing dates in history, chemistry equations, or lines from Shakespeare...)

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Transitions need specific attention.

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Adolescents are pre-dispositioned to experiment and receive an increased boost in the brain when receiving a reward AND learning something new. Structuring learning environments and schedules can support this natural development.

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Strikes me how important authentic, real world experiences are for the adolescent brain. Also good news about technology!

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We need and must have an asset-based frame.

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We can redesign and integrate the learning and development ecosystem to dramatically improve adolescent outcomes.

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How do we help the field to unlearn all the things that aren't backed up by the science?

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Adolescents are not just high schoolers - late adolescents can be as old as 24! This underscores how transitions to postsecondary and the workforce are integral parts of a holistic adolescent agenda.