Student Wellbeing

Adolescence And Risky Behaviours

Adolescence is a time of remarkable growth, exploration, and change. As young people move from early secondary school through to the senior years, it is natural (and developmentally appropriate) for them to begin testing boundaries, seeking independence, and taking risks.

While this can be challenging for families and schools, it is also an essential part of learning, identity formation, and building resilience.

Why do adolescents take risks?

Risk-taking behaviours are closely linked to brain development. The emotional and reward-seeking parts of the brain develop earlier than the areas responsible for planning, impulse control, and long-term decision-making. This can lead young people to prioritise immediate rewards (such as excitement, peer approval, or convenience) over potential consequences.

Differences across the age span (12-18 years)

Not all risk-taking looks the same, and it often evolves as students grow:

Early adolescence (Years 7-8): Risk-taking is usually more impulsive and curiosity driven. Students may experiment with things like riding e-bikes unsafely, staying out later than permitted, or pushing boundaries online. Peer influence begins to strengthen, but adult guidance remains highly impactful.
Middle adolescence (Years 9-10): Peer approval becomes particularly important. Young people may take risks in social settings, such as attending parties, experimenting with rule-breaking, or being out after dark without clear plans. Decision-making can be heavily influenced by friends in the moment.
Late adolescence (Years 11-12): Students often show improved reasoning but may take more complex or planned risks. This might include greater independence in transport (e.g., e-bikes or driving), attending larger social gatherings, or negotiating fewer restrictions. They are more capable of understanding consequences but may still prioritise social or emotional rewards.

Common risk-taking contexts

Some of the behaviours we are increasingly seeing include:

E-bike and transport use: While offering independence and convenience, unsafe riding (e.g., excessive speed, lack of helmets, carrying passengers, riding at night without visibility) can pose significant safety risks.
Parties and social gatherings: These can expose students to situations involving peer pressure, alcohol, or unsafe environments.
Being out after dark: Increased independence often comes with reduced supervision, which can heighten vulnerability if plans are unclear or communication is limited.
Online behaviour and social media: Sharing personal information, engaging with strangers, sending images, or participating in risky online challenges can have lasting consequences.
Substance experimentation: Curiosity or peer influence may lead to experimenting with alcohol, vaping, or other substances, often without full awareness of risks.
Peer pressure and group behaviour: Adolescents may take risks they would not consider alone when influenced by friends or a desire to fit in.
Truancy or unsupervised time: Skipping classes or spending extended time unsupervised in the community can increase exposure to unsafe situations.
Relationships and boundaries: Navigating romantic relationships can involve risks around consent, pressure, and emotional wellbeing.
Dares, pranks, and impulsive challenges: These can escalate quickly, particularly when shared or encouraged online.
Driving and passenger safety (older students): For senior students, being in cars with peers, distractions, or unsafe driving behaviours can present significant risks.

How parents and caregivers can support safe risk-taking

The goal is not to eliminate risk entirely, but to guide young people toward safer decision-making. Some helpful approaches include:

Maintain open communication: Regular, non-judgmental conversations help young people feel safe to share their experiences and ask for help when needed.
Set clear and consistent boundaries: Expectations around curfews, transport, and social activities should be age-appropriate and clearly explained. Consistency builds trust and predictability.
Discuss real-life scenarios: Talk through “what would you do if…” situations, particularly around parties, transport, or being out late. This helps build decision-making skills before they are needed.
Encourage gradual independence: Allow increasing freedom in line with demonstrated responsibility. This helps adolescents build confidence while still having a safety net.
Model and reinforce safety habits: For example, wearing helmets, planning safe transport options, and maintaining communication when plans change.
Know their network: Being aware of your child’s friends, their plans, and who is supervising (if applicable) can reduce uncertainty and risk.
Stay connected without over-controlling: Adolescents benefit from autonomy, but still need guidance. Striking a balance is not always easy but is key.

A Partnership Approach Works Best

Supporting adolescents through this stage requires a partnership between families, school, and the students themselves. Risk-taking will happen, it is part of growing up, but with the right support, young people can learn to make safer, more informed choices.

Where appropriate, the College continues to engage qualified external providers and expert guest speakers to work with students on a range of topics related to risk-taking. These sessions offer evidence-based, real-world perspectives on topics such as decision-making, safety, health, and responsible behaviour, helping students to better understand risks and make informed choices in a supportive and age-appropriate context.

Scott Cadby, PACFA Reg. Clinical (21605)

Psychotherapist

BA (Psych) MPsychotherapyCouns

College Counsellor and Wellbeing Coordinator

Seasons For Growth Program - Learning To Live With Change and Loss

Change and loss affect all of us at some stage in our lives. When significant changes occur in families through death, separation, divorce and related circumstances, young people may benefit from learning how to manage these changes effectively.

Seasons for Growth is a valuable program that helps young people in Years 7 to 9 coping skills to manage change. Commencing in Term 3, this evidence-based program is held in small groups and focuses on issues such as self-esteem, managing feelings, problem-solving, decision-making, effective communication and support networks. This program is delivered with thanks to Br Tony Cummins, our Campus Minister, and our Wellbeing Team.

To register your child for Seasons for Growth, please discuss this opportunity with them and contact Br Tony at btc@stbedes.catholic.edu.auor 9582 5958 by Friday 18 June.

For further information visit https://aifs.gov.au/research_programs/evidence-and-evaluation-support/cfc-program-profiles/seasons-growth

How Students Can Access College Counselling

Self-referring to the Wellbeing Coordinator counselling@stbedes.catholic.edu.au
Drop-in to our Wellbeing Office at our Mentone Campus (near the Chapel gardens)
Requesting a referral from their Homeroom/Tutor Group teacher, Year Level/House Coordinator on their behalf
Requesting a referral from their Parent/Guardian on their behalf (either via counselling@stbedes.catholic.edu.au or 9582 5999)

College Counselling is tailored to each specific student and can be offered one-on-one or in a group context. Support can also last from a ‘one-off’ session to weekly/ongoing appointments.

How Families Can Support Their Sons

As parents/guardians, your role in your child’s wellbeing is invaluable. Some ways you can assist your child include:

Helping them establish a balanced routine that includes time for study, relaxation, and hobbies
Encouraging healthy sleep habits and a nutritious diet to support their overall wellbeing
Being attentive to changes in their behaviour or mood, and gently ask how they are feeling if and when you notice any changes
Promoting positive self-talk and help them set realistic goals for themselves
Modelling healthy coping strategies, such as managing stress or problem-solving constructively
Celebrating their achievements, no matter how small, to boost their confidence
Encouraging open conversations about their feelings and experiences – but accept and understand if and when they may not want to open up to you (if this is the case encourage them to seek help elsewhere)
Encouraging and reassuring them that seeking support is a sign of strength, not weakness
Staying informed about the services and resources the school offers

If you have any concerns about your child’s wellbeing or feel that they could benefit from additional support, please do not hesitate to contact your child’s Year Level or House coordinator of myself. Our staff work in partnership with you to ensure your child’s wellbeing is prioritised.

Scott Cadby, PACFA Reg. Clinical (21605)

Psychotherapist

BA (Psych) MPsychotherapyCouns

College Counsellor and Wellbeing Coordinator