In our recent Teacher Talk episode, Brain Science Matters, Gina Benz reminded us of Zaretta Hammond’s work connecting learning theory and brain science. She emphasized that one of the teacher’s most important roles is to help students move from dependence to independence through care, trust, and productive struggle. That conversation has stayed with me, because it highlights something we often forget: adolescence is not a waiting room for adulthood—it’s a critical stage of growth in its own right.
Edutopia’s article: Projects, Purpose, and the Teenage Mind echoes this truth. Mary Helen Immordino-Yang’s research shows that teenagers are wired for purpose. They are drawn to big questions about identity, justice, and meaning. When schools create opportunities for students to explore those questions through meaningful projects, we’re not just keeping them engaged—we’re aligning with how their brains are designed to learn.
Lisa M. Lawson makes a similar point in her book Thrive: How the Science of the Adolescent Brain Helps Us Imagine a Better Future for All Children and in her PBS interview. She reminds us that adolescence is a season of enormous possibility. The teenage brain is primed for growth, but it needs the right conditions: care, trust, and opportunities to learn by doing.
That’s why experiential learning—learning by doing—is so powerful. This is one of the reasons why all students in the USD School of Education participate in at least one experiential learning opportunity. A wonderful example of experiential learning is the USD Teacher Pathway program created in collaboration with the Sioux Falls School District. High school students in this program step into classrooms, shadow teachers, and begin to imagine themselves in the role of educator. It’s not just career exploration—it’s developmentally aligned learning. Students are given responsibility, purpose, and the chance to see themselves as contributors.
When we embrace the teenage brain instead of enforcing rules that push students to “act like adults,” we create space for growth. Adolescence is not a problem to manage but a season to cultivate. By offering care, trust, challenge, and authentic opportunities to learn by doing, we help students not only succeed in school but also thrive as developing human beings.
The views and opinions expressed on SDPB’s Teacher Talk are those of the authors and do not necessarily reflect the official policy or position of the University of South Dakota.
