I Wish (Apr 7-21)

1. Be a Student of What They are Learning 

One of the hardest lessons in life is learning how to deal with regret. And one of the most valuable lessons is learning how to avoid it altogether. In every choice our students make, they have the power to walk down two roads: I wish I had or I’m glad I did. And when they understand that God will be with them in the midst of every decision they make, every moment of pressure they feel and even those times when they don’t make the best decision and have to deal with the sting of regret, they can walk through life with courage and discover who God has created them to be.

2. Be a Student of Your Student 

The teenage brain can often feel like a complete mystery. But some exciting research is pinpointing the growth and development of the adolescent brain and helping us get a better understanding of why teenagers can seem at once so mature and capable and conversely so quick to make really poor decisions.

A recent article in Harvard Magazine entitled “A WORK IN PROGRESS: The Teen Brain” by Debra Bradley Ruder (September-October 2008) sheds some light on the development of the adolescent brain: 

"Human and animal studies, Jensen and Urion note, have shown that the brain grows and changes continually in young people—and that it is only about 80 percent developed in adolescents. The largest part, the cortex, is divided into lobes that mature from back to front. The last section to connect is the frontal lobe, responsible for cognitive processes such as reasoning, planning, and judgment. Normally this mental merger is not completed until somewhere between ages 25 and 30—much later than these two neurologists were taught in medical school … For his part, Urion believes programs aimed at preventing risky adolescent behaviors would be more effective if they offered practical strategies for making in-the-moment decisions, rather than merely lecturing teens about the behaviors themselves. (‘I have yet to meet a pregnant teenager who didn’t know biologically how this transpired,’ he says.)” (To read the full article, go to http://harvardmagazine.com/2008/09/the-teen-brain.html.)

While the science behind how the adolescent brain works is groundbreaking, the big takeaway is how we can help our students navigate good decision-making strategies. This starts on the front end. Take the time to talk to your students—to get inside their heads and lives—and understand the pressures, temptations and struggles people their age are dealing with. And then, help them talk and think through some good strategies for dealing with those pressures and temptations. (Note: Your student may be reluctant to talk about their personal struggles, but more willing to talk about the struggles of those in their peer group or age). Doing this doesn’t mean there won’t still be some major mess-ups or an occasional need to push the reset button, but this is a great place to start.

And when those moments do happen, making us scratch our heads—wondering how they could’ve made such a poor decision, gotten involved in such a bad crowd or simply been so naïve—our reaction matters. In that moment, we have a very important decision to make. And it’s one that can help or hurt our relationship with our student.

While flying off the handle may feel like the natural and appropriate response, when you stop, listen and keep your emotions under control, you create an opportunity for your student to open up to you, not only in the moment, but in the future as well. More than that, your student is watching your body language, and taking note of the tone of your voice, gauging the message you are sending non-verbally as well as verbally. Something as simple as crossing your arms and clenching your jaw as they unload can communicate a message you may not be intending. Your reaction trains them, whether you realize it or not, how to come to you—or not come to you—the next time they mess up. You have the opportunity to create a safe space, giving the relationship breathing room and creating an opportunity for more than a lecture, but for real growth.

3. Action Point/Tip 

So, how can you work at helping your student navigate the regret they might feel after they’ve made a poor choice or a bad decision?

First, create a tentative plan on how to react when your student comes to you with some less than favorable news. What do you want to be sure to communicate? What do you want to be sure not to communicate? If you’re married, talk to your spouse and make sure that you are both on the same page about how you will react.

And remember, you don’t only communicate through your words. What other ways can you communicate care and understanding—your tone of voice, your body language, your emotions? At this stage in the game, parenting is less about control and authority and more about coaching and influence. How can your reaction to your teenager in a tense moment be more coaching-oriented than control-oriented?

More than anything, what students need to know and hear—though they may never vocalize it themselves—is that they are loved. No matter what. Chances are, whatever your student has done that they feel regret over, they also feel guilt over, and are fearful of rejection from you because of their actions. Creating a plan on how to communicate your love and acceptance to your student regardless of what they do or don’t do will ultimately set you up for success when they demonstrate some less than desirable behavior. 

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