"As students enter adolescence it can feel like all of a sudden you are trying to solve a Rubik’s cube of emotions..."
As students enter adolescence it can feel like all of a sudden you are trying to solve a Rubik’s cube of emotions and there is no clear solution or easy way of supporting them. Part of this is due to their developmental stage. Their frontal lobes are developing but not quite quickly enough for rational decision making, while developmentally they are being pulled to explore their social identity outside of parental or adult influence.
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One psychological theory that can help frame an approach to navigating this need for autonomy is self-determination theory. Self-Determination Theory (SDT), developed by psychologists Richard Ryan and Edward Deci, emphasizes the role of intrinsic motivation in driving behavior and development. It posits that for individuals to thrive and achieve their full potential, three basic psychological needs must be satisfied:
- Autonomy: The need to feel in control of one's own actions and decisions.
- Competence: The need to feel effective and capable in one's activities.
- Relatedness: The need to feel connected and supported by others.
When utilizing SDT as a framework for thinking about intrinsic motivation and supporting students in developing agency and critical decision making, we can optimize the efficacy of our learning and support approaches. This guide offers strategies schools can use to support students using the DST framework.
Give Students Autonomy
Create a Culture of Empowerment
Empowerment starts with a school culture that values and trusts students as capable individuals. As students enter their teenage years, they are drawn to learn experientially and have an innate drive to start to make more independent decisions. Encourage teachers to create classroom environments where students’ voices are heard and respected. This involves shifting from a teacher-centered model to one where students are active participants in their learning. This does not mean students just get to do what they want, rather it entails setting choices within boundaries and focusing on natural consequences for student choice.
Support Self-Driven Support and Learning
Personalized learning tailors education to meet the individual needs, strengths, and interests of each student. By integrating personalized learning strategies, such as differentiated instruction, flexible pacing, and student-driven projects, schools can help students take ownership of their learning paths. This approach acknowledges that each student is unique and empowers them to make decisions that align with their personal learning goals.
Integrate Student Voice into School Decisions
Incorporate student input into school-wide decisions and policies. Create forums, such as student councils or advisory committees, where students can express their opinions on school matters. When students see that their voices matter and can influence change, they develop a stronger sense of agency and are more likely to take an active role in their education. It’s impossible to meet all student suggestions, however, by engaging in thoughtful discussion and dialogue on why some changes cannot be made you can prepare students for the realities of real-world decision making.
Foster Students’ Sense of Competence
Encourage Goal Setting and Reflection
Agency and empowerment is fostered through learning that putting in effort is something to be proud of, and they can achieve realistic goals. In my personal experiences, I have been surprised at how frequently disengagement stems from a belief that they can’t achieve their goals. Help students develop a habit of setting goals and reflecting on their progress. Encourage teachers to work with students to set both short-term and long-term learning goals. Regular reflection sessions, where students assess their progress and identify areas for improvement, can deepen their understanding of their own learning process. This practice not only fosters a growth mindset but also helps students develop the skills needed to advocate for their learning needs.
Cultivate Conditions for Relatedness
Highlight the Diversity of Student Experiences
De-stigmatizing mental health and differences in lived experiences is critical from a SDT lens. There is an innate desire to feel like we belong and to not do anything that would break the “rules of belonging”. By ensuring diverse student voices are highlighted, you open the door for students to feel empowered to share, discuss, and seek out the support they may need.
Make Reaching Out as Easy as Possible
In social psychology we talk about the false-uniqueness effect. This theory captures the common occurrence of believing that you are the only one who struggles and everyone else has it together. This is particularly true in adolescence where there is transition to seeing one’s self as a unique individual who needs to fit into a specific group. This makes it incredibly important to normalize that all people struggle and make reaching out as easy as possible. Many times the biggest barrier to reaching out is simply what to say. Create simple ways to reach out for support. This could be a “reach out” button on your counseling website with a pre written email, or a system of putting a discrete card on a teacher's desk that indicating they need support.
