Here is another piece of research educators either will ignore, or incorrectly implement

Can this research be universalized? Do the researchers imply the teen brains of the Semi (Laplander) peoples in the Arctic Circle or the teen brains of the Pygmy peoples in Equatorial Africa develop like the teen brains they've researched?

Good question! Most of this research has been done on U.S. and European students (as well as some from Asian countries, I believe)--and as has been often noted, the "WEIRD" populations (Western, educated, industrialized, rich, and democratic) tend to be over-sampled in research and not representative of all humans. However, for U.S. educators, this is likely to be more generalizable, isn't it? Particularly since emerging studies seem to suggest adults should be more careful in general of what preconceptions they put on teenagers' intents and how they learn.

Fascinating piece. Well done. This needs to be put into the hands of school administrators. More importantly in the packet of training information administrators get. Since their tenure is usually around the same length as that of a high school student.

Of what value, really, is research in neuroscience to the work class room teachers are doing already? Is grant money spent for (make work) spurious claims of expertise...money poorly spent? The article states-

"In symposia at International Mind, Brain, and Education Society research conference here last week, and a consensus report funded by the Alliance for Excellent Education released here, cognitive and neuroscientists called for educators to foster school cultures that better support adolescent development."

Consider this analogy to claims made at the symposia: If we were to map the topography of the earth's surface, we would produce an interesting image of those topographies. Then we use those gee whiz images as a basis for understanding (let alone managing) developmental behaviors, customs, and learning processes of people indigenous to various topographical areas.

The point is, brain scans and bits of neuro-chemical material evidence concerning a tiny portion of brain function does not, cannot, be used to establish policy for behavior management in schools. There is simply nowhere near enough substantive basis for making such a gigantic stretch. Evidence produced by sound material scientific investigation is one thing. Behavioral science is quite another. To equate the two requires avoidance of facts, reason and respect for teachers.

Suggestions are stated in the article of changes that could be made to enhance school culture according to attendees at the symposia. But, NONE of these are new. Class room teachers have been encouraging kids to treat each other with sensitivity/respect for years, to take risk in trying new things to become more confident...ect., ect. In the real world of education, in the class room, where the exceedingly complex learning/social/psychological/relational events take place - teachers are clearly the experts in such things. Class room teachers know best.

Supporting adolescents in drawing on their agency and voice...YES!!! Such important evidence based info for those of us who teach and want every student to belong and excel!