ABSTRACT
Attending to the cognitive, social, and emotional developmental context of pre-adolescent and adolescent visitors to dark tourist sites is critical. Though research examining children’s experiences at dark tourist sites exists, the intersection of typical development and children’s experiences at dark tourist sites requires nuanced consideration. This is often underrepresented in the literature. For instance, pre-adolescents and adolescents desire a high degree of independence and autonomy. But they may also be highly influenced by peers and social contexts. Research also suggests that adolescents play an increasingly significant role in trip decision-making and planning, are motivated to travel for a variety of reasons, and ultimately seek out specific tourist experiences based on their developmental stage. Consequently, the way pre-adolescents and adolescents plan for and experience dark tourist sites is multifaceted. With that in mind, this essay seeks to (1) provide a framework for understanding typical pre-adolescent and adolescent development, (2) explain the ways that dark tourist sites relate to the domains of development, and (3) offer evidence-based recommendations for how to most appropriately guide school-aged tourists. In particular, case illustrations from school-based trips, tours, and student exchanges will be considered. These represent opportunities for understanding pre-adolescent and adolescents’ experiences with dark tourism, from both an individual and group perspective.
