Anyone who has interacted with a teenager knows that they often engage in daring behaviors. Parents of adolescents frequently lie awake at night, worrying about the safety of their child’s driving or whether their friends will encourage risky decisions like running red lights or drinking before driving. While peer influence is often viewed negatively, new research suggests it can also have beneficial aspects.
In 2005, researchers at Temple University, including psychologists Luke Harrison and Carla Fields, conducted a study examining teenagers and their risky behavior while driving. They discovered that adolescents tend to be more reckless—specifically, they are twice as likely to speed through yellow lights—when they are in the presence of their peers. Interestingly, adult drivers did not show the same tendency when observed.
Further studies in 2011 utilizing functional MRIs on teens revealed that their brain activity associated with rewards was heightened when taking risks in the company of friends compared to when they were alone. The exhilaration of performing a daring act (like making it through a yellow light) feels amplified for teens, pushing them toward more adventurous behavior. According to science writer Julia Anderson, “[R]ewards feel more intense for adolescents in social settings, motivating them to seek out higher-risk experiences that promise significant rewards.“
However, recent findings indicate that peer influence can also foster positive outcomes. In a new experiment, Harrison and his team had 101 teenage boys participate in a computer card game called the Iowa Gambling Task. Players were tasked with figuring out which card decks were advantageous and which were not. Some played alone, while others were observed by three peers. The results showed that those playing in the presence of friends engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and performed better overall than those who played in isolation. “What our study indicates is that adolescents learn more effectively when their peers are nearby than when they’re alone,” Harrison explains.
Additional studies reinforce the idea that social dynamics enhance learning. For instance, a 2004 study divided students into two groups, with one group forming impressions of individuals based on descriptions given to them in a social context, while the other group focused solely on recalling the order of details. The social context led to better retention of information.
Teens are particularly attuned to social dynamics: they notice who is included or excluded, who likes whom, and who is upset with whom. This stage of life is rich with learning opportunities—if we can effectively harness their focus on social interactions. As noted in the 2013 book Connected: Why Our Brains Are Wired to Relate by researcher Michael Thompson, integrating personality and social relationships into subjects like history or having students tutor one another could make learning more engaging and impactful.
Current high school models often discourage risk-taking, as students may opt for easy classes to secure higher grades for college applications. However, if we could tap into their social adventurousness in educational settings, we might enhance their learning experiences. Simple adjustments like peer tutoring could yield significant benefits—a low-risk strategy with the potential for high rewards.
In summary, while peer pressure is often associated with negative behavior, it can also play a crucial role in enhancing learning and exploration among teenagers. By encouraging positive peer interactions in educational environments, we can help adolescents thrive academically and socially.