Project Description

Growing Happy, Healthy Young Minds

Edited by Dr Ramesh Manocha & Gyongyi Horvath
To read the full chapter go to Volume 1, chapter 22, pp. 335-348.


Dr Michael Nagel

Associate Professor, University of the Sunshine Coast

Dr Michael Nagel is an Associate Professor at the University of the Sunshine Coast, where he teaches and researches in the areas of cognition, human development, behaviour and learning. He is the author of ten books on child development and learning used by teachers and parents in over twenty countries. Dr Nagel has delivered over 300 workshops and seminars for parents and teachers nationally and internationally. Nominated as Australian Lecturer of the Year each year since 2010, Dr Nagel is a member of the prestigious International Neuropsychological Society, is the Queensland Director of the Australian Council on Children and the Media, and is a feature writer for Jigsaw and the Child series of magazines which collectively offers parenting advice to more than one million Australian readers.


Until recently, very little was known about brain development during the teenage years. Advances in research and technology have now provided us with very important insights into the developing teenage brain, which in turn should help us to better understand and engage with young people.

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Blakemore, SJ 2007, ‘The social brain of a teenager’, Psychologist, vol. 20, no. 10, pp 600–602.

Carew, TJ & Magsamen, SH 2010, ‘Neuroscience and education: An ideal partnership for producing evidence-based solutions to guide 21st century learning’, Neuron, vol. 67, no. 5, pp 685–688.

Carskadon, MA 2002, Adolescent sleep patterns: Biological, social, and psychological influences, Cambridge University Press, Cambridge.

Casey, BJ 2013, ‘The teenage brain: An overview’, Current Directions in Psychological Science, vol. 22, no. 2, pp 80–81.

Chassin, L, Hussong, A & Beltran, I 2009, ‘Adolescent substance use’ in Lerner, RM & Steinberg, L (Eds.), Handbook of adolescent psychology: Volume 1: Individual bases of adolescent development (3rd ed), John Wiley & Sons. Inc, Hoboken, pp 723–763.

Dahl, RE 2003, ‘Beyond raging hormones: The tinderbox in the teenage brain’, Cerebrum, vol. 5, no. 3, pp 7–22.

Feinstein, SG 2009, Secrets of the teenage brain: Research-based strategies for reaching and teaching today’s adolescents (2nd Ed), Corwin, Thousand Oaks.

Giedd, J 2010, ‘The teen brain: Primed to learn, primed to take risks’ in Gordan, D (Ed), Cerebrum: Emerging ideas in brain science 2010, Dana Press, New York, pp 62–70.

Howard, PJ 2006, The owner’s manual for the brain: Everyday applications from mindbrain research (3rd ed), Bard Press, Austin.

Medina, J 2008, Brain rules: 12 principles for surviving and thriving at work, home and school, Pear Press, Seattle, Washington.

Nagel, MC 2009, ‘Mind the mind: Understanding the links between stress, emotional well-being and learning in educational contexts’, The International Journal of Learning, vol. 16, no. 2, pp 33–42.

Nagel, MC & Scholes, L 2016, Understanding development and learning: Implications for teaching, Oxford University Press, Melbourne.

Nagel, MC 2014, In the Middle: The adolescent brain, behaviour and learning, Australian Council of Educational Research, Melbourne.

Nagel, MC 2012, Nurturing a healthy mind: Doing what matters most for your child’s developing brain, Exisle Publishing, Newcastle.

Ponton, LE 1997, The romance of risk: Why teenagers do the things they do, Basic Books, New York.

Sousa, D 2009, How the brain influences behaviour, Corwin Press Inc, Thousand Oaks.

Spear, LP 2010, The behavioural neuroscience of adolescence, W.W. Norton & Company, Inc., New York.

Strauch, B 2003, The primal teen: What the new discoveries about the teenage brain tell us about our kids, Doubleday, New York.

Walsh, D 2004, Why do they act that way? A survival guide to the adolescent brain for you and your teen, Free Press, New York.

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