ABSTRACT
The development of the adolescent brain can lead to difficulties when teaching teenagers. Teenagers might be aware of the consequences and dangers of certain behaviours such as smoking but can't escape the desire to experiment; teenagers are more sensitive to positive emotional feelings but are less inhibited when it comes to taking risks. Even though teenagers are more likely to take risks, such risk taking doesn't always follow them into the classroom, making them less vocal. Risk taking has been found to increase when under the influence of peer pressure. Changes in self-concept during the adolescent years can lead to teenagers being more self-conscious and engaging less. Teenagers are more vulnerable to peer pressure; this can be advantageous in the classroom if used strategically. The teenage sleep–wake cycle differs from that of older adults and, consequently, many teenagers are more alert later in the day.
