by Bill Sistare, Director of Studies at Westminster School
First interested in the neurology of learning over 20 years ago, I was intrigued when a colleague returned from a symposium that featured educational theorist Carol Dweck. We were encouraged by Dweck’s concept of a “growth mindset.” So, together we plunged into a once-a-week learning skills program with our ninth-grade students that year. I now find myself teaching a neuroscience elective with a greater enthusiasm for the science of learning than at any point in my 40-year career. Swimming through my thoughts as I plan daily lessons are ideas that include the powerful motivational influence of dopamine, the concept of curiosity as a “meta” tool for learning, and the potential for AI in education.
Educators and parents know well that adolescence is a time of transformation in behavior and identity. Less well understood is the fact that the fundamental cause of those tumultuous years is the change in the very structure and function of the brain. Characterized by mood swings, risk-taking, and an increasing desire for independence, neuroscience reveals that many aspects of adolescent behavior are deeply rooted in the biology of the developing brain. Understanding elements of neurological changes during adolescence, the role of dopamine in motivation, and the unique capacity for neuroplasticity—changes in the hard wiring of the brain—during these years can help parents and educators better support young people as they navigate this critical period. It has worked for me in the classroom and other aspects of my work with my students and in my own parenting. Never perfect, I’ve tried to pay close attention to the continual adjustment of my perceptions regarding the complexities of adolescence.
While the early years of childhood are characterized by a rapid increase in neural connections, adolescence is characterized by a process known as synaptic pruning. This process selectively eliminates weaker neural connections, while strengthening those used more frequently. Functional magnetic resonance imaging (fMRI) has shown that the prefrontal cortex—the region of the brain responsible for decision-making, impulse control, and planning—undergoes significant restructuring during this period. One of the most crucial aspects of this remodeling is increasing myelination—the insulation of neurons—which allows for faster and more efficient communication between different regions of the brain. This insulating of brain regions happens unevenly. The areas of emotion processing develop earlier than decision-making regions. As a result, adolescents experience heightened emotional responses and reward-seeking behavior before they have fully developed the ability to regulate these impulses. As parents and educators, we are witnesses to this mismatch. The phenomenon helps to explain why teenagers are more likely to engage in risky behaviors. They are wired to seek novelty and the stimulation of excitement, but their self-regulation systems are still nascent.
At the heart of this behavior lies the neurotransmitter dopamine, often referred to as the brain’s “feel-good” chemical. Dopamine plays a key role in motivation, pleasure, and learning. Research suggests that its activity is elevated in the adolescent brain. Dopamine is essential for reinforcing behaviors that lead to rewards; increased sensitivity to dopamine during adolescence can amplify the drive for new and potentially risky experiences. Interestingly, dopamine release is not just tied to pleasure but also to the pursuit of rewards. This means that adolescents (adults, too!) may not necessarily be addicted to the reward but rather to the anticipation of the reward. This heightened sensitivity can explain why teenagers are particularly drawn to social interactions, music, and experiences that offer immediate gratification. Scrolling through social media is a classic example of this anticipatory addiction mediated by dopamine. The dopamine influence underscores the importance of providing positive, constructive outlets for this drive in adolescents—whether through sports, creative endeavors, or academic challenges. Enter curiosity.
With so many competing dopamine triggers in the lives of adolescents, teachers and parents must work hard to place curiosity front and center. Teaching adolescents the art of curiosity fosters lifelong learning, critical thinking, and problem-solving skills. Curiosity drives engagement and deep learning by encouraging students to ask questions, seek out new information, and make connections between concepts. Research suggests that curiosity enhances academic achievement and motivation by stimulating intrinsic interest in learning rather than reliance on external rewards. Moreover, cultivating curiosity helps adolescents develop resilience in the face of uncertainty, a skill essential for adapting to the rapidly changing demands of the modern world. By designing classroom environments that nurture inquiry and exploration, we can equip students with the cognitive and emotional tools necessary for success in higher education and beyond.
However, the relationship between dopamine and motivation is a double-edged sword. While it can fuel curiosity and learning, it also makes adolescents more vulnerable to addictive behaviors, including excessive screen time, substance use, and social media engagement. Given this sensitivity, parents and educators must foster environments where healthy dopamine-driven pursuits, such as mastering a new skill or engaging in meaningful social interactions, are prioritized over instant but fleeting rewards. Battling the perpetual use of the ubiquitous cell phone is worth the effort—something we, as adults, could model better than we do.
One of the most exciting discoveries in neuroscience over the past few decades is the concept of neuroplasticity—the brain’s ability to reorganize and adapt by forming new neural connections. While neuroplasticity is present throughout life, adolescence represents a particularly sensitive period for learning and growth. This heightened plasticity allows teenagers to acquire new skills, adapt to challenges, and refine their cognitive abilities. This adaptability, however, is also why adolescence is a time of both great opportunity and vulnerability. Positive experiences, such as engaging in rigorous academic work, learning a musical instrument, or participating in team sports, can sculpt the brain in ways that have lasting benefits.
Building curiosity should be the foundation of these and many other healthy pursuits. Conversely, negative influences, such as chronic stress, social isolation, or substance abuse, can also leave a deep imprint on the developing brain—hard-wiring that might require months or years of therapy to correct. Sadly, innate curiosity can be almost lost in these circumstances.
Importantly, neuroplasticity means that adolescence is not just a time of risk but also a time of resilience. Studies have shown that structured, supportive environments can significantly enhance cognitive and emotional outcomes for teenagers. Programs that promote executive function skills and the development of academic curiosity can help adolescents build the neural architecture necessary for long-term success. Understanding the interplay between neurobiological development, dopamine-driven motivation, and neuroplasticity as they relate to curiosity underscores the importance of a balanced approach to adolescent growth. Rather than viewing teenage behavior as a challenge to be managed, we can recognize it as a window of opportunity to nurture learning through the development of a strong sense of inquiry. Curiosity can be taught!
Given the adolescent brain’s hunger for reward, parents and educators who provide structured opportunities for achievement help adolescents to channel motivation productively. Encouraging students to take on difficult but attainable academic and extracurricular challenges can help reinforce perseverance and long-term goal-setting. While academic risk-taking can be intimidating for many students, certain types of risk, such as engaging in a novel research project, can be highly beneficial. These experiences allow adolescents to develop confidence, resilience, and a sense of mastery.
Because the prefrontal cortex is still maturing, adolescents benefit from explicit instruction in emotional regulation techniques. Mindfulness practices, journaling, and cognitive behavioral strategies can help teenagers learn to manage stress and impulse control effectively. Just saying “no” or “don’t do that” can be ineffective.
In conjunction with an intentional approach to modeling and employing curiosity, these strategies can help stimulate neural connections in the adolescent brain. Since dopamine is closely tied to motivation, reinforcing positive behaviors with meaningful recognition rather than just material rewards—can strengthen beneficial habits. A simple acknowledgment of effort, progress, or resilience can go a long way in shaping adolescent development. Moreover, when adults express a parallel curiosity alongside adolescent thinkers they are supporting the development of this essential attribute. The plasticity of the adolescent brain means that habits and attitudes formed during this period can influence lifelong patterns of thinking and behavior. Encouraging curiosity, adaptability, and a growth mindset ensures that teenagers are prepared to readily accept the challenges of adult life.
Adolescence is often painted as a tumultuous and unpredictable time, but neuroscience provides a brighter and more diverse palette. The combination of heightened neuroplasticity, an active dopamine system, and ongoing brain remodeling creates a period of extraordinary potential. By understanding the social, emotional, and biological forces at play, parents and educators can help elevate adolescent curiosity for healthier experiences.
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