Café Brainwaves

Who am I becoming, and why does it matter?

Across the research literature, psychologists have consistently viewed the transition from adolescence into adulthood as a critical period for identity development. Erikson’s psychosocial theory highlights identity formation during this stage as a fundamental component of human development, shaped through exploration, reflection, and how individuals are seen and responded to by others. Young people often work to connect their internal sense of self with the expectations, roles, and opportunities around them. This process does not happen in isolation or at once. Instead, it develops continuously over time through relationships, environments, and lived experience.

In contemporary practice, preparing young people for adulthood increasingly means involving them meaningfully in decisions, supporting autonomy, and creating safe spaces for exploration. Central to this transition, identity does not emerge suddenly in adulthood; it is gradually constructed over time through cause-and-effect processes in psychosocial development.

Reflection, Reassessment, and Growth

Adolescence and early adulthood are critical periods in development, essentially marked by reflection and reassessment. Identity development during this time is closely linked to young people’s wellbeing, motivation, and long-term adjustment. Young people continue to explore their values, interests, and dreams in ways that help them experience continuity and coherence over time.

However, experiencing periods of uncertainty, questioning, or change is not a sign of failure or delay at this age. They are often healthy indicators of identity development. Increasingly, families and professionals recognise that when young people step back from earlier plans or challenge expectations, they may be engaging in important developmental reflection rather than falling behind.

When these moments of doubt are supported with patience, reassurance, and curiosity, we see that identity development is taking place slowly but steadily. This broadens young people’s understanding that growth does not have a fixed, single correct path for everyone to follow.

Personal Identity: Developing a Sense of Self

Personal identity refers to a young person’s internal sense of who they are, their beliefs, interests, values, and perceived capabilities. This sense of self develops through experience rather than instruction alone. Opportunities to make choices, to express preferences, and to reflect on outcomes play a central role in strengthening one’s personal identity.

Creating supportive environments for young people encourages participation rather than compliance. At home and in educational settings, shared decision-making fosters the development of self-trust and self-respect. Over time, these experiences contribute to confidence, self-awareness, and a growing sense of agency.

At the same time, it is important not to define young people solely through their learning goals, needs, or support plans. While structure and guidance remain important, embracing their individuality and strengths allows young people to see themselves as whole people rather than problems to be managed.

Social Belonging and Recognition

Alongside personal identity, young people develop a social identity shaped by belonging, recognition, and inclusion. This includes how they are seen by others, where they feel they fit, and what roles are available to them within families, schools, and communities.

Supportive environments help young people see themselves not only as learners or dependents, but also as contributors and participants. Families support this process by valuing effort, recognising contributions, and gradually sharing responsibility. Schools and community spaces further strengthen social identity by offering opportunities for collaboration, leadership, and participation.

Peer relationships also play a significant role here. Through shared experiences, young people observe that adulthood can take many forms and unfold over different timelines. Recognising this diversity reduces pressure and supports emotional wellbeing during these periods of transition.

Intentional Engagement and Supportive Relationships

A strong sense of intentional engagement is central to healthy identity development. This refers to feeling actively involved in shaping one’s own life rather than being directed by others. Parenting and support approaches that balance guidance with autonomy help foster this sort of meaningful engagement.

Supportive relationships with others often encourage independence without withdrawal. Listening, respecting choices, and offering help without taking control build confidence and resilience. Young people benefit from knowing that support remains available while also feeling trusted to take increasing responsibility.

Finding this balance between protection and independence supports psychological wellbeing and motivates young people as they move toward adulthood.

Families as Foundations for Identity

Families remain a consistent influence throughout adolescence and early adulthood. Beyond practical and emotional support, families shape identity through their life stories, shared narratives, expectations, and values. When development is viewed as a journey rather than a race, young people are more likely to approach adulthood with hope, courage, and calm confidence.

Flexible goals and openness to exploration allow identity to develop without premature closure. Experiences across education, work, relationships, and community life help young people imagine multiple possible futures inspired by those experiences.

As young people transition into adulthood, families continue to provide a secure base, offering emotional support during these periods of challenge and change.

The Role of Schools in Preparing for Adult Identity

Schools play a significant role in supporting identity development by preparing young people for adulthood over time. Transition planning is increasingly understood as a gradual, person-centred process that values strengths, aspirations, and long-term outcomes.

Schools create opportunities such as work experience, volunteering, and community engagement to help young people connect their classroom learning to real-world roles. These experiences strengthen their identity by demonstrating competence and relevance beyond the classroom.

The process of clear, strengths-based information sharing between schools and post-school providers supports continuity during transitions, reducing anxiety and helping young people maintain a coherent sense of self.

Valuing Diverse Pathways into Adulthood

Pathways into adulthood are increasingly varied nowadays. From person to person, timelines differ, and exploration of different options often continues well beyond formal transitions. Supportive systems recognise this diversity as normal and valuable.

When progress without pressure or unrealistic demands is valued over rigid milestones, young people are more likely to view their journeys as meaningful. This perspective supports self-esteem and encourages continued engagement with learning, work, and community life.

Professional and Systemic Support: Creating the Conditions for Identity to Flourish

Professional and systemic support plays a crucial role in shaping the conditions in which identity develops. In education, health, social care, and local services, there is growing recognition that preparing for adulthood involves more than transferring responsibility.

In the United Kingdom, the Preparing for Adulthood (PfA) framework positions identity at the centre of transition planning. It frames adulthood as a journey and focuses on four key outcomes: employment, independent living, community inclusion, and health and wellbeing. Through participation and voice, PfA supports young people to see themselves as future adults with valued roles and contributions.

Consistency across services, collaborative working with families, and strengths-based planning help maintain continuity during transitions. Opportunities for volunteering, employment preparation, and community involvement further support identity development by reinforcing belonging, capability, and purpose.

At a broader level, inclusive policies, strong local-area partnerships, and long-term planning help reduce uncertainty for young people during this critical developmental period, reinforcing a healthy adult identity in each person and thereby a responsible adult society.

Evidence Note

This reflection is informed by developmental and psychological research examining identity formation, self-concept, and the cumulative impact of environmental responses on children and young people (Oliveira et al., 2014; Panagakis, 2015). Research highlights that identity develops relationally, shaped through repeated interactions, expectations, and opportunities for participation over time (Marttinen et al., 2018).

The post is also informed by the Preparing for Adulthood (PfA) framework, which emphasises understanding development within context and supporting meaningful participation, agency, and continuity across transitions. While the reflections apply broadly to all children and young people, they are particularly relevant where experiences of misunderstanding, limited voice, or repeated constraint risk shaping internalised self-narratives

As with all Café Brainwaves pieces, this post integrates research-informed perspectives with reflective practice and professional experience across education and child development contexts.

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