Mind, Place, and Pathways

Professor Andrea Hagan

Happy Monday to you, welcome back to class. Let’s Talk About Juvenile Delinquency. I’m Professor A, and today’s episode is called “Mind, Place, and Pathways.” I want you to settle in, because we’re gonna dig into some big questions about why youth do what they do, and what’s really underneath that behavior. So, let’s start with the brain—the adolescent brain.

Professor Andrea Hagan

The prefrontal cortex, that part of the brain responsible for things like decision-making and impulse control, doesn’t finish developing until your mid-20s. Meanwhile, the limbic system—that's the part that’s all about emotions and reward, right—well, it’s firing on all cylinders as early as your early teens. So you end up with this wild imbalance where the part of the brain yelling “That’s fun! Let’s try it!” is way louder than the quieter, more logical “Is this actually a good idea?” And when you add trauma into the mix, it gets even messier. It kind of reminds me of the many crazy TikTok challenges during the last few years. As ridiculous and many times unsafe as they are, young folk still do it.

Professor Andrea Hagan

Let’s talk cortisol for a minute—the stress hormone. Too much of it, especially after chronic abuse or neglect, literally changes the developing brain—alters gray and white matter. This is where the idea of the 'survival brain' comes up. So, if you’re growing up in a world that feels dangerous or unpredictable, your survival brain steps in and says, “Don’t plan ahead! Just react.” And that means there can be this constant tug-of-war between survival mode and planning mode. Sometimes we relate to this as fight or flight, or adrenaline takes over.

Professor Andrea Hagan

I remember this classroom debate, where my students were sharing stories of doing something impulsive. Somebody talked about shoplifting because their friends dared them, and another jumped into a fight that, looking back, made absolutely no sense. In the moment, with emotions running high, their limbic system took over, and that little logical voice didn’t stand a chance. And later they’d say, “Why did I do that? What was I thinking?” Well, sometimes you’re not really “thinking”—you’re feeling. Haven't we all been there, even in our adult life, we do things either based on impulse or out of emotion.

Professor Andrea Hagan

This brings us straight into psychology—how young people figure out who they are, and how they cope when life gets bumpy. Adolescence is all about identity—asking, “Who am I?” At the same time, there’s pressure at school, at home, on social media... I mean, I’m pretty sure I would’ve had a meltdown if Instagram existed when I was in high school. Many adults criticize kids for their activities on social media. Trust me, many of us are glad that there was no social media back then, because there are many things that we engaged in that we are definitely taking to our graves.

Professor Andrea Hagan

Some kids develop healthy ways to cope—maybe it’s music, sports, talking to a mentor—while others, especially if they don’t have stable support, might turn to aggression or risky behaviors. There’s a ton of research showing higher rates of depression, anxiety, even PTSD among kids who get labeled “delinquent.” But there’s another side to this: resilience.

Professor Andrea Hagan

Let me tell you about Eli—not his real name, but the story’s real. Eli was on the edge of getting into a gang. He’d lost a family member, was angry, felt totally alone. But one school counselor—just one person—took the time to really listen, connect him with a positive peer group. Over time, Eli started to picture a different future for himself. All it took was a steady adult and a group of peers who pushed each other to do well. It makes you think—how different would things be if every young person had that kind of support?

Professor Andrea Hagan

So much comes down to those protective buffers—a mentor, a team, maybe a teacher who sees you. And yeah, sometimes it’s just luck. But the point is, we have to look at both what puts kids at risk and what helps them bounce back. If you’re ever tempted to ask, “Why do some youth act out and others don’t?”—well, it’s complicated. But these connections make all the difference.

Professor Andrea Hagan

Geography—let’s talk about place. We usually think about maps or cities, but geography is actually playing this HUGE role in shaping behavior. So you’ve got neighborhoods where schools don’t have enough resources, maybe there’s poverty, not enough safe places to hang out, just... chronic stress everywhere you look. And if you’re living there, your brain and body are constantly tuned into survival mode. Hypervigilance—always on alert.

Professor Andrea Hagan

When you’re always trying to stay safe, it drains your energy for long-term goals. I mean, if you have to watch your back walking home, who’s got brain space left for thinking about college essays? And the research is clear—places matter. There have been some amazing studies where neighborhoods started community gardens or opened safe centers, and youth arrest rates actually went down.

Professor Andrea Hagan

I remember reading about these programs and just thinking—what if prevention wasn’t the exception, but the rule? When you change a place, you change brain chemistry, sense of safety, and suddenly there’s space for hope.

Professor Andrea Hagan

So, tying all of this together—mind, psychology, and place—they don’t just add up, they interact. Sometimes what we call “delinquency” is really youth adapting to impossible circumstances. Instead of “what’s wrong with them,” maybe the better question is, “what happened around them?” That’s the lens I hope you’ll carry forward this week, as we keep unraveling how complex, and how hopeful, these stories can be. That’s it for today—thanks for letting me go on this journey with you. And hey, remember, our learning doesn’t stop here. There’s always another chapter.

Professor Andrea Hagan

Blessings