In the sub-periods, the most influential are the early adolescence because it represents a phase that is particularly influential for development. As such, by having developmental delays or academic setbacks, this will ultimately mean that the early adolescence will suffer and may even contribute to higher levels of risk during the later phases of middle adolescence and emerging adulthood (Mann, Kristjansson, Sigfusdottir, & Smith, 2014). For instance, self-esteem is usually developed in the late childhood and early adolescence stages. It predicts the rates of suicide, eating and other health risk behaviors in late adolescence. During early adolescence, those exposed to crime and abuse may have a high chance of having a repeated delinquency in their late adolescent stages.
Early adolescences have the negative experience of poor introductions that affects their learning development as it affects their attitude towards learning and school. For the middle adolescents, their developmental tasks that have been outlined include their development of a sense of identity, mastery, and intimacy (Mann, Kristjansson, Sigfusdottir, & Smith, 2014). For instance, these adolescents face the challenge of exploring new roles that encompass social and sexual aspects of their life. When they reach emerging adulthood, the primary challenge they face is that of identifying their personal strengths and weaknesses. Through this, they are required to refine their skills to coordinate and succeed in their roles and this will facilitate assess and making necessary life changes. This implies that they will manage to cope with the changes that come because of their development.
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Educators must understand that lifelong patterns like emotional distress, academic failure, and victimization are more likely to be developed in the early adolescent stages. Therefore, the negative experiences in each of the sub-periods have severe effects on the learning development of individuals in secondary education. Hence, educators must have developmentally challenging, responsive, equitable and empowering systems.
Reference
Mann, M. J., Kristjansson, A. L., Sigfusdottir, I. D., & Smith, M. L. (2014). The impact of negative life events on young adolescents: comparing the relative vulnerability of middle level, high school, and college-age students. RMLE Online, 38(2), 1-13.
