The Adolescent Brain, Stress And Systems That Support Young People

On the lat­est episode of Cas­ey­Cast, Foun­da­tion Pres­i­dent and CEO Lisa Law­son talks with UCLA psy­chol­o­gy pro­fes­sor Adri­ana Galván, whose pio­neer­ing research on the ado­les­cent brain has shaped how pol­i­cy­mak­ers, edu­ca­tors and youth-serv­ing sys­tems under­stand this crit­i­cal stage of development.

Galván — dean of under­grad­u­ate edu­ca­tion at UCLA, direc­tor of the Devel­op­men­tal Neu­ro­science Lab and co-lead of the Cen­ter for the Devel­op­ing Ado­les­cent — has helped rede­fine ado­les­cence as a decade-long peri­od of growth that is as rich in oppor­tu­ni­ty as it is vul­ner­a­ble to risk. Her work pro­vid­ed the sci­en­tif­ic foun­da­tion for Lawson’s new book, Thrive: How the Sci­ence of the Ado­les­cent Brain Helps Us Imag­ine a Bet­ter Future for All Chil­dren.

Key Themes From the Conversation

  • Ado­les­cence as a unique­ly human strength: Galván and Law­son note that humans have the longest ado­les­cence of any species — more than a decade of brain devel­op­ment designed to pre­pare young peo­ple for adulthood.
  • Risk as explo­ration, not reck­less­ness: What adults may label as impul­sive behav­ior is often healthy curios­i­ty and explo­ration — traits that help young peo­ple form iden­ti­ties, build skills and take the risks that lead to opportunity.
  • The impact of stress and adver­si­ty: Chron­ic stress reshapes the ado­les­cent brain, mak­ing it hard­er for young peo­ple to focus on learn­ing and rela­tion­ships. Sys­tems must pro­vide scaf­fold­ing to help youth fac­ing adver­si­ty nav­i­gate the ​“bridge” to adulthood.
  • Sleep as a pub­lic pol­i­cy issue: From school start times to fam­i­ly rou­tines, sleep has out­sized effects on ado­les­cent well-being, safe­ty and aca­d­e­m­ic success.
  • Align­ing sys­tems with brain sci­ence: Whether in edu­ca­tion, child wel­fare or jus­tice, sys­tems that rec­og­nize how ado­les­cents learn and are moti­vat­ed can achieve bet­ter results. Galván points to rewards-based approach­es in the jus­tice sys­tem and lat­er school start times as examples.
  • The pow­er of per­ma­nent con­nec­tions: Despite appear­ances, young peo­ple remain deeply influ­enced by car­ing adults. Sta­ble, sup­port­ive rela­tion­ships are essen­tial buffers against adver­si­ty and keys to resilience.

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