Final conclusions

Over the last two weeks, we’ve explored some of the key changes that are occurring during early adolescent development. We know that young people are undergoing significant physical, cognitive, and social and emotional changes, and that these changes affect and act on each other. In particular, we looked at how our understanding of refinements in the brain, known as the second sensitive period of brain development, which features synaptic pruning and chemical changes impacting on the limbic system, can begin to explain why young adolescents respond to different situations with such heightened emotions. In Week 2, we heard the different perspectives of two young adolescents and that of a teacher around what social and emotional wellbeing means to them.

Being able to examine and discuss these different insights has helped us to reflect on ways that young people view their own wellbeing and also how having well-developed social and emotional capabilities can support them as learners. In exploring the role of social and emotional wellbeing, we can be certain that there will be an impact on young adolescents’ learning. And the mechanism for this is often associated with their engagement. This opens the door to exploring student engagement more deeply. We look forward to exploring this with you in additional learning opportunities.