Awkward adolescence: developing an age appropriate approach to public praise and recognition for Year 10 students

This research explores how an understanding of mid-adolescent preoccupations (self-concept, peer group influence and the social nature of public praise) can enable schools to develop systems of public praise and recognition for Year 10 students. Using Bronfenbrenner’s ecological model (1979) to summarise the findings from the literature review, it highlights the overlapping influences of school, home and friends and the significance of the differing roles adopted by the students. The literature review points towards the need for increased student engagement and agency in mid-adolescence in order to develop of a system for public praise and recognition. Through a mixture of phenomenological and quasi-participatory research methods, and by working with friendship groups, a system for public praise and recognition is trialled and refined. The student involvement problematizes the conflicting perspectives of the school and the student within the peer group, but offers a solution which accommodates mid-adolescent needs (peer approval, minimum social awkwardness) with a form of public recognition. The creation of a celebration breakfast, involving friends and allowing privileges (such as the use of mobile phones) is a first step in developing an age appropriate approach to public praise and recognition for Year 10 students. The findings reinforce the importance of student agency, as well as the need for mid adolescents to be seen as individuals within the wider institution of the school. They also point towards the need for further training for educators on the phases of adolescent development.