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The characters in The Breakfast Club, with the exception of Principal Vernon, are in their adolescence years, hence they are going through stage 5 which deals with identity and role confusion.

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Five high school students from different walks of life endure a Saturday detention under a power-hungry principal. The disparate group includes rebel John, princess Claire, outcast Allison, brainy Brian and Andrew, the jock. Each has a chance to tell his or her story, making the others see them a little differently -- and when the day ends, they question whether school will ever be the same.

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Five students at Shermer High School in Shermer, Illinois, John Bender, Claire Standish, Brian Johnson, Andy Clark, and Allison Reynolds, were all given detention on Saturday, March 24, 1984. While they aren't entirely strangers, they belong to different cliques/social groups within their school. Their principal, Richard Vernon, assigns them all an essay about who they think they are and the violations they committed to end up in Saturday detention.

The group's "delinquent," John Bender, is quite hostile towards his classmates and constantly acts out during detention. He acts as though he will urinate on the floor, suggests that he and Andy close the library door and have forced sex with Claire, challenges Andy's athletic abilities, and takes a screw out of the main door to the library so that Vernon can't keep an eye on them from his office.

While the group is eating lunch, he mocks Brian's home life. However, he eventually opens up about his relationship with his father, who abuses him. In a rage, John storms off and sits alone, hurt by what he revealed to the group.

While eating lunch, Vernon spills coffee everywhere and leaves his office for the faculty lounge. The group takes that opportunity to go to John's locker for weed. On their way back to the library, they run into Vernon and run back to the library, taking a different path to avoid him. After getting caught at a dead end, John stuffs the marijuana in Brian's pants and sacrifices himself so the group can return without Vernon catching them. Vernon then catches John in the gym dunking a basketball. Vernon brings him to a supply closet. Vernon makes his hatred for John very apparent and tells John to throw a punch at him. John sits there in shock and is too scared to take up Principal Vernon's challenge. He reminds John that no one will take the word of a delinquent like John over a respected high school principal. Vernon then leaves John in the locked supply closet all by himself. Moments later, John sneaks through the ceiling and rejoins the rest of the group in the library.

To pass the time, they dance, tell stories, argue, smoke marijuana, and harass each other. They gradually open up to each other and reveal their secrets. They also discover that they all have strained relationships with their parents. Despite their budding friendship, they are afraid that once detention is over, they will return to their respective social groups and never speak to each other again.

Principal Vernon heads to the basement and looks through his staff's files; however, the school's janitor, Carl, catches him in the act. He blackmails Vernon for his silence about Vernon digging through private information about his staff. The two spend the rest of the day talking in the basement. He claims that when they get older, the kids he's been teaching will eventually run the country. He also claims that in the 22 years he has been in education, the kids haven't changed; they are defiant, arrogant, and disrespectful. Carl tells Vernon that he is wrong and that the job he once liked soured his attitude.

The group later talks about what they did that landed them in Saturday detention. Andrew attacked another student, Brian's friend, in the locker room. He beat the student up and taped his butt cheeks together while his friends cheered him on. Andy reveals he did it because his father is an overbearing tyrant who can't tolerate his kids being seen as losers and that they must win at all costs. Brian reveals that he was feeling suicidal after failing a project in his shop class and had brought a flare gun to school to kill himself. The flare gun went off in his locker and started a fire. Allison had not done anything to get into detention. She claims she "had nothing better to do." Claire ended up in detention because she skipped class.

John sneaks back into the supply closet where Vernon left him. Upon Claire's request, Brian agrees to write the essay assigned by Vernon on behalf of the entire group. Claire gives Allison a makeover to make her look more girly, saying she would be prettier without the black stuff around her eyes. John develops a softer attitude and becomes friendlier with the group. Claire goes to the supply closet, where John is alone, and they kiss. After seeing Allison all dolled up, Andy gains interest in her, and Brian's "essay" challenges the assignment given to the group. The group leaves detention, and Allison and Andy share a kiss before going into their respective cars. Instead of answering the prompt, Brian's essay reads as follows:

"Dear Mr. Vernon, we accept the fact that we had to sacrifice a whole Saturday in detention for whatever it is we did wrong. But we think you're crazy to make us write this essay telling you who we think we are. What do you care? You see us as you want to see us... in the simplest terms and the most convenient definitions. But what we found out is that each one of us is a brain, and an athlete, and a basketcase, a princess, and a criminal. Does that answer your question?

Sincerely yours, the Breakfast Club."

The letter is the movie's focal point, as it demonstrates and illustrates the changes the students undergo during the day; their attitudes and perspectives have changed and are now entirely different.

The final shot shows John walking near the football field's goalpost, freezing as he raises his hand triumphantly. The shot fades to a dark frame as the ending credits roll.

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Themes of Teenage Entrapment in The Breakfast Club | C Files Analysis

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Erik Erikson was born in 1902 in Frankfurt-am-Main, Germany. After completing high school, he moved to Florence to pursue his interest in art. He became an art teacher in 1927 at a psychoanalytically enlightened school for children. The move from Germany to Florence changed the course of his life as well as his career. He earned a certificate from the Maria Montessori School then trained at the Vienna Psychoanalytic Institute. He joined the Institute of Human Relations as part of the department of psychiatry at Yale University in 1936. His best known work is his theory that each stage of life is associated with a specific psychological struggle, a struggle that contributes to a major aspect of personality. Another lasting contribution is Erikson’s emphasis on placing childhood squarely in the context of society. He advanced the idea that children are not simply biological organisms that endure, nor products of the psyche in isolation. Rather, they develop in the context of society’s expectations, prohibitions, and prejudices.

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During infancy, the child is entirely dependent on their caregivers, especially its mother. If caregivers consistently provide love, warmth, and care, the child develops a sense of trust. If not, mistrust and fear of the world may develop.

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As toddlers begin to explore the world, talk, and make choices, they seek control over their environment. The child begins to show strong and clear preferences over things of interest. The child develops a sense of personal control and starts to gain a little independence. Support from caregivers helps develop autonomy, while too much criticism or control can lead to doubt and shame.

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Children in this stage are curious and start to take initiative by exploring their environment and trying new things through social interactions and play. Children want to begin and complete their own actions for a specific purpose. Encouragement fosters initiative, while excessive criticism or punishment can lead to feelings of guilt for their actions. Erikson argues that for children to become successful in this stage. They must resolve the task of initiative and guilt. A sense of ambition and responsibility can be fulfilled when parents allow their children to explore the world on their own and then support their choices.

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During this stage, children begin to develop a sense of pride in their abilities and accomplishments, particularly in school, sports, social activities, and family life. They start to compare themselves to their peers and strive for competence in skills valued by society. If they experience success, they feel industrious and competent; failure or constant criticism may lead to feelings of inferiority.

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This stage plays a crucial role in the development of a sense of personal identity. Adolescents explore their personal identity, beliefs, and goals. When adolescents receive proper encouragement and reinforcement in their personal exploration, they'll gain a strong sense of identity and are able to remain true to their values when face with problems. If they are successful, they develop a coherent identity. However, if they are unable to reconcile different roles and expectations, they may experience role confusion.

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In this stage, young adults seek to form meaningful, loving relationships with others, whether in romantic partnerships or friendships. Successfully forming intimate connections leads to a sense of closeness, while failure to do so may result in feelings of isolation and loneliness.

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In this stage, adults focus on contributing to society through work, raising a family, or mentoring others. Generativity involves caring for the next generation and being productive. If a person fails to find a way to contribute, they may feel stagnant and disconnected from society.

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In this final stage, individuals reflect on their life and accomplishments. If they feel a sense of fulfillment and integrity, they can face the end of life with peace. However, if they regret missed opportunities or feel their life lacked meaning, they may experience despair.

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Brian Johnson

Struggle with Identity: Brian is the academic overachiever and his self-worth is tied to his grades, and he fears the consequences of failure. His identity is wrapped up in being "the brainiac," which leaves little room for personal growth or emotional expression.

Role Confusion: Brian is unsure who he is beyond his academic accomplishments. When he reveals his struggles with depression and the pressure to perform, it becomes clear that he feels trapped by the expectations others have for him.

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The Breakfast Club | Understanding Brian (character analysis by therapist)

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Claire Standish

Struggle with Identity: Claire represents the stereotypical "popular girl," someone who is concerned with appearance, social status, and fitting in. She feels pressure to maintain her image, which prevents her from forming genuine connections.

Role Confusion: Claire's interactions with the group reveal that she feels misunderstood and boxed in by her role as "the Princess." She is expected to act a certain way to fit into her social group, but she longs to break free from these expectations.

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The Breakfast Club | Psychology of Claire (character analysis by therapist)

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Andrew Clark

Struggle with Identity: Andrew is the high school wrestler, living under the weight of his father's expectations to be the best. He struggles with the pressure to succeed in sports and the need to conform to the image of a tough, competitive athlete.

Role Confusion: Andrew’s conflict arises from feeling trapped in the role of "the Jock." His confession about bullying another student to impress his father reveals that he is unsure of who he is outside of his athletic persona.

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The Breakfast Club | Understanding Andrew: what makes him behave that way? (analysis by therapist)

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Allison Reynolds

Struggle with Identity: Allison is the introverted, socially awkward outsider who feels invisible and disconnected from her peers. She struggles with a sense of abandonment and self-worth.

Role Confusion: Allison is unsure of her place in the social world and hides behind her eccentric behavior to avoid being hurt. She uses her "weirdness" as a shield, but it also isolates her from meaningful interactions.

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The Breakfast Club | What Makes Allison Behave So Strange? (Analysis By Professional Therapist)

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John Bender

Struggle with Identity: Bender comes from a troubled home and plays the role of the rebellious "bad boy" as a way to cope with his anger and pain. He often acts out, using sarcasm and aggression to hide his vulnerability.

Role Confusion: Bender’s struggle is one of deep insecurity, unsure of who he is beyond the role of "the Criminal." His tough exterior hides a desire for acceptance and love, but he’s afraid of being vulnerable.

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What Drives John Bender? | The Breakfast Club | Character Analysis By Therapist

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Richard Vernon

Struggle with Generativity:

Rather than fostering an environment of growth, Vernon tries to impose authority by controlling and belittling the students. His actions reveal that he feels more comfortable exerting power than understanding or guiding them, possibly because he feels disconnected from the students’ generation and struggles to empathize with them.

Stagnation: Throughout the film, Vernon expresses disdain for the students, referring to them with disdainful comments like "You’re all going to be back here on Monday.” This reflects a lack of faith in their potential and suggests a feeling of stagnation in his own life, leading him to project negativity onto the students. In addition, Vernon’s interactions with the janitor, Carl, provide a brief glimpse into his dissatisfaction with his job. In a moment of vulnerability, he admits he feels misunderstood and disconnected from others, which implies he may feel isolated and unsure about his contribution to the school and the community.

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the psychology of Richard Vernon | Therapist explains THE BREAKFAST CLUB

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At the start, the students openly judge and clash based on stereotypes. For instance, Bender mocks Claire and Andrew, while Claire and Andrew look down on Bender and Allison. These conflicts reinforce each character’s initial identity, making them resistant to change. However, this tension also sets the stage for them to question and challenge these stereotypes as the day goes on

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The characters each share their individual struggles. Andrew opens up about the pressure from his father to be the best, while Brian admits to feeling suicidal over his grades, and Allison reveals feelings of neglect from her parents. These admissions help them see each other as real, multifaceted people beyond the stereotypes. This vulnerability fosters empathy among the group, breaking down the barriers between them and reshaping their view of themselves and each other.

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Bender’s rebellious encounters with Principal Vernon serve to both define and challenge his "criminal" identity. He frequently disrupts the group and antagonizes Vernon, which initially reinforces his “bad boy” role. However, as he interacts more deeply with the group, it becomes clear that his rebellion stems from a lack of parental support and a deep-seated desire to be seen and heard. This vulnerability shifts the group's perception of him from simply being a troublemaker to a person with hidden pain and resilience.

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The dance scene is a lighter, yet transformative moment where the characters let loose and enjoy each other’s company. It’s symbolic of the breakdown of social barriers, as they begin to bond beyond labels and connect on a more personal level. This scene reinforces the group dynamic, helping them feel a sense of unity despite their differences, and allows them to see each other as equals.

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Claire and Bender’s connection challenges both characters’ perceptions of themselves and each other. Initially, they view each other through a lens of disdain, but as they open up, they each see past the surface. Claire realizes that she can relate to someone outside her social circle, and Bender experiences being treated with genuine care and respect. This connection expands their identities beyond their rigid roles as "Princess" and "Criminal."

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Brian writes a collective letter to Principal Vernon, which reflects their shared realization that they don’t have to be defined by stereotypes. It’s a moment of empowerment, as the group collectively rejects the social labels imposed on them and acknowledges the depth and complexity within each of them. This final act solidifies their newfound self-awareness and marks their commitment to seeing themselves and each other beyond superficial roles.

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Erikson’s theory emphasizes the importance of establishing a stable sense of identity during adolescence. The characters all deal with societal pressures, whether parental expectations, social status, or self-imposed labels, that Erikson’s theory suggests are key influences in this developmental stage. This validates Erikson’s view that adolescence is a critical period for exploring personal values, social roles, and self-definition. Each character feels pigeonholed by their designated roles: "the Brain," "the Athlete," "the Basket Case," "the Princess," and "the Criminal." Erikson's theory explains that without a clear sense of identity, teens can experience confusion and anxiety about their roles, which is evident in the emotional struggles the characters reveal.

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Erikson's theory acknowledges the social dimension of identity development, suggesting that peer interactions greatly influence self-concept. As the characters connect and share personal stories, they redefine themselves in ways that aren't limited by their usual social labels. Erikson's theory is a reasonably good fit for assessing the psycho-developmental stages of the characters in The Breakfast Club, particularly in exploring their struggles with identity in adolescence. His Identity vs. Role Confusion stage provides a foundational framework that aligns with the characters' conflicts and transformations.

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Pomerantz, A. M. (2023) My Psychology (3rd Edition, Pg 894-898) Worth Publishers.

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Erikson Institute. (n.d.) Erik Erikson. https://www.erikson.edu/about/history/erik-erikson/

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About Erik Erikson

One of the most influential psychoanalysts of the 20th century, Erik Erikson was born in 1902 in Frankfurt-am-Main, Germany. After completing high school, he moved to Florence to pursue his interest in art, and in 1927 became an art teacher at a psychoanalytically enlightened school for children started by Dorothy Burlingham and Anna Freud in Vienna.

The move changed his life and career. He earned a certificate from the Maria Montessori School, then embarked on psychoanalytic training at the Vienna Psychoanalytic Institute. By 1936, he had joined the Institute of Human Relations, part of the department of psychiatry at Yale University.

Erikson's legacy

Erikson's best-known work is his theory that each stage of life is associated with a specific psychological struggle, a struggle that contributes to a major aspect of personality. His developmental progression - from trust to autonomy, initiative, industry, identity, intimacy, generativity, and integrity - was conceived as the sequential reorganization of ego and character structures. Each phase was the potential root of later health and pathology.

By focusing on the social as well as the psychological, Erikson's stages represented a quantum leap in Freudian thought, which had emphasized the psychosexual nature of development. While much of his theoretical work has since been challenged, Erikson's basic developmental framework - conflict negotiated in the context of relationships - continues to illuminate our thinking, as does the concept of the identity crisis, the confusion of roles that Erikson first identified.

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Erikson Institute was renamed for renowned psychoanalyst Erik H. Erikson, a former colleague of Erikson Institute co-founder Maria Piers.

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IMDb. (n.d.). The Breakfast Club. https://www.imdb.com/title/tt0088847/plotsummary/

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Erikson’s Identity vs. Role Confusion stage captures the characters' struggles with self-definition, peer relationships, and societal expectations, aligning well with the film’s themes. Each character’s journey reveals both the strengths and limitations of Erikson’s theory: while the model effectively highlights the significance of identity exploration and social roles in adolescence, it lacks the flexibility to fully account for the diverse backgrounds, personal traumas, and cultural influences that shape each individual’s development.