Nicole Zillmer, adolescent psychology researcher, PhD Columbia University

Post date: Nov 11, 2018 2:32:29 PM

Nicole's response:

Devika asked, “How would you make a school where learning is engaging, everyone is heard, and where it prepares you for the future and the next step?” I’ve been asked to give my thoughts on this from the perspective of someone who studies developmental and adolescent psychology. I think to answer this, we need to address two questions. First, what will kids/teens need in the future? Second, what can you realistically work on as an adolescent to help you prepare for that future?

With respect to the first question, two really important developmental goals come to mind. First – and this is true for adolescents in any era – an adolescent needs, probably above all else, to create a coherent sense of who they are and who they would like to become. (For more on the importance of development of the self in adolescence, see the work of psychologist Erik Erikson.) And it’s important to note that this “sense of self” must go beyond where to go to college or what kind of career to pursue. Researcher Suniya Luthar has done some great work showing that adolescents who are overly-focused on academic achievement (and who believe that achievement is how you define yourself) are at greater risk of anxiety, depression, and substance abuse. This doesn’t mean that kids shouldn’t focus on their studies and extracurriculars; however, it does suggest that they should be encouraged to develop a fuller picture in their minds of what makes life worthwhile. For example, what kind of person do they wish to become? What kind of friend do they want to be, and what will their friends and community be like? What activities will bring them joy? How will they contribute to the good of humanity?

All of this leads to the question: what can schools do to help students avoid the psychologically unhealthy trap of defining themselves by their success? Some research by Daphna Oyserman shows that when kids are asked to envision their ideal “possible selves,” and then are taught how to develop multi-step plans for becoming their ideal selves, their achievement increases. I would argue that schools should adapt this possible selves programming, asking students to define their ideal selves in terms of the other kinds of goals I mentioned above (in bold). Students could be asked periodically throughout their time in school to revisit their ideal possible selves, to think about their progress, and ask for help if they are not meeting their goals (or need help figuring out how to get there).

A second primary developmental task for adolescents is to become critical thinkers. We hear a lot about that these days, but it’s not easy for educators to teach this skill. A wonderful curriculum designed by Deanna Kuhn at Columbia University has been used in New York City public schools; in that curriculum, students are asked to argue with one another for two class periods a week about issues of social importance. Another curriculum called Philosophy For Children (P4C) uses whole-class philosophical discussion to help students learn how to think about the big questions in life. Both of these curricula have scientific backing, and students who engage in them show improvements in their critical thinking skills. I would argue that these methods would also be helpful in answering the other question (above) about who the student wishes to become: through argument and philosophical discussion students find their voices and their values. These kinds of activities also tend to encourage lively engagement and, when done well, allow students to feel truly heard and valued.

Some sources are listed below. I hope that you’ll get in touch with any questions you might have!

References

Eriksen, E.H. (1950). Childhood and Society. W.W. Norton & Company, London.

Luthar, S.S., Barkin, S. H., & Crossman, E.J. (2013). I can, therefore I must: fragility in the upper middle classes. Development & Psychopathology, 25(4), 1529-1549.

Kuhn, D., Hemberger, L., & Khait, V. (2016). Argue With Me: Argument as a Path to Developing Students’ Thinking and Writing. Routledge, New York, NY.

Oyserman, D., Bybee, D., & Terry, K. (2006). Possible selves and academic outcomes: How and when possible selves impel action. Journal of Personality and Social Psychology, 91(1), 188-204.