Lisa M. Lawson’s new book, Thrive, doesn’t read like a policy manual. It feels more like a long-overdue shift in how we view young people, especially teenagers.

Adolescents have always challenged the systems around them (Trust me, I know! haha). They question rules, seek out new experiences, and care deeply about what their peers think. We’ve spent decades treating those behaviors as problems, which is ironic considering we had the same behaviors as teens. But what if that’s exactly what teen brains are designed to do?

Brain science is finally catching up. Researchers now understand that adolescence is just as important a developmental stage as early childhood. The prefrontal cortex doesn’t fully mature until around age 25, which I remind myself every time my daughter makes me want to cringe. And because the adolescent brain is still flexible, it can grow and recover, even after hardship, when the right support is in place.

Lawson explains:

“We have to stop treating normal adolescent behavior like a problem. The science is clear: Teenagers take risks, push boundaries and follow their peers because their brains are still developing. Instead of blaming them, let’s build systems that understand them – with more mentors, more positive opportunities to engage their active minds and more real-world learning.”

That kind of shift doesn’t start with programs. It starts with people.

In Thrive, Lawson outlines five essentials that create a strong bridge to adulthood: stable relationships with caring adults, meaningful education pathways, support for basic needs, opportunities to earn and manage money, and spaces where youth feel seen and heard. Not someday. Now.

And if we’re listening, technology can help. AI can support teachers by recognizing patterns and offering insights they might miss. VR can open doors to experiences many students wouldn’t otherwise have. But tools don’t build trust. People do.

If we’re going to talk about thriving, then we need to look beyond performance charts and compliance checklists. We need to pay attention to what teenagers are telling us in the ways they show up, tune out, or act out. And we need to design learning that respects where they are, not just where we want them to be.

When we choose to see adolescence as a window of opportunity rather than a stage to survive, we’re not just helping students thrive. We’re investing in a better future for all of us.

P.S. Share this with someone who is struggling to understand the teenagers around them.