From the Center for Early Adolescence
The 7 Developmental Needs of Young Adolescents
(How Schools Can Respond)
Because of their enormous developmental diversity, 10-to 15-yearolds require a variety of types
and levels of activities designed to meet the seven needs listed below:
1
curticullom and physical activity can be encouraged during
Positive social interaction with adults and peers
Because of their changing relationships with adults, especially parents, and the increasing importance of
pears, positive social interaction with these groups is extremely important to young adolescents, Schools
can encourage peer interaction by offering small-group learning activities and by providing space for small
roups cof students to informally congregate. Positive social interactions between adults and students are
ol aed ‘by advisor-advisze relationships, staff participation in activities, and informal-contact outside
the classroom,
Structure and clear limits
Schools that are responsive:to the young adolescent's need for siructure have clearly-stated rules and
expecations that are generally accepted and understood by students and stalf members. One way of
assuring acceptance isto involve students in the escablishmént of rules and the consequences for failing
to observe them. Young adolescents need the security provided by clear limits in order to learn anc! grow
during atime of rapid and pervasive change. However, schools should avoid rigid structure and excessive
limits because they invite dependency, hostility, withdrawal, and rebellion.
‘Competence and achievement
‘Schools can meet:these'two needs by-emphasizing academics, high-quality instruction, positive
expectations ofall ues, generous yetmeaningil rewardé-andpralseanc opportunities fr
simcreaset! independence and responsibility. vatiety-of teaching methods and a balanced curriculum
~' othasic-subjacss high-intetest exsloratony courses, and extracurricular activities helpyprovide a-diversiyy,
Gf rewards so that-each student can be-Successfulatsomething. - : dtaS
EatIve EXPTESSION . : 3 - :
‘Opporunitiésit0 express creatively their‘feelings, aston ables ands im:schodl helps.studerns.
understand and acceptthe mew people:they re becoming, Accireiculum swith a’belance.ofigore.caurses
“and highsinterest exp oratory activities such as.diama,:roller skating, music, tendling.a garden, cooking,
painting @ mural, and:making up:gemes for younger:children, ‘are all avenues for satsiying this expression,
hysical actin Be gk eR Ee EE
Responsive schools provide structured cutlets forthe physical energy of young adalescefs, cather
than ignoring.ar-tryingto suppress it. Noncompetitive physical education is an integral part ofthe
i breaks and lunchtime. Teachers cah also
lassroor,
provide opportunities for students to move around in the-ch
Meaningful participation in their families, schools and communities
Studentiniiated studly and activities, student councils and committees, and school improvement
projects such as designing and constructing recreation areas or learning resources.are only a few ways
schoo's can engage students in these areas. Schools can also offer opportunities for students to extend
their new knowledge and.competencies by contributing to their communities through service projects
Self-definition
‘Schools can help stucents to integrate their developing capabilities, interests, and relationships into a sense
cof who they are by focusing units in courses in these areas. For example, a language arts project might
include keeping a diary and writing weekly summaries, A social studies unit cOuld focus on adolescence
in various countries and eras. Students should be encouraged to pursue answers to thelr own questions as
well as their teachers’. The guidance program could focus on helping students create personal meaning
and understanding in areas like carser decisions, family relations and sexuality
Center for Early Adolescence
School of Medicine
University of North Carolina at Chapel Hi
D-2-Care Mill Town Center / Car*boro. North aro
919/965.1148 fan 819 1966-7657