Adolescence is often described as a liminal space—a period of transition where young people are caught between the familiar world of childhood and the uncharted territory of adulthood. For those of senior secondary age (15 to 18 years), this can be a particularly complex time. They are beginning to grapple with questions of identity, autonomy, and their place in the world, all while still needing the guidance and support of the adults around them.

During this stage, relationships with key adults—whether parents, teachers, or mentors—take on a new level of significance. Young people are seeking more independence, but they also crave connection and validation from those they respect. This balancing act often leads to tension, as they push against boundaries while also relying on the safety those boundaries provide.

At IDEA, we know that the way we approach these relationships can have a profound impact on our students’ development. We aim to provide an environment that both challenges and supports our students as they navigate this critical period in their lives. We do this through four key “pillars” of culture:

Designing a young-adult workplace
Balancing freedoms and responsibilities
Demonstrating unconditional positive regard
Mentorship
Designing a Young-Adult Workplace

“If it doesn’t make sense in a workplace, it doesn’t make sense at IDEA.”

This is how we frame the rules or “responsibilities” at IDEA. Students don’t have to ask to go to the toilet or move around; they are on a first-name basis with staff; they select what projects they want to work on any given day; and they choose how and where they work. We work to project timelines and an exhibition deadline. Lateness is monitored, making up time is expected, and flexibility is key. Commitment and community-mindedness are rewarded, and struggles are supported.

Modelling the dynamics of a workspace encourages our students to step into the responsibility that this culture requires—a Pygmalion effect of high expectations leading to improved performance for our young people.

Balancing Freedoms and Responsibilities

“Schools have to police behaviour because they are dealing with kids. At IDEA, we offer greater freedoms because we are working with young adults. It is their responsibility to act as young adults, and not children.”

Our young-adult workplace culture feeds into our concept of freedoms and responsibilities. The freedoms that come with a workplace include those outlined above: autonomy to move and work as you like, and the flexibility to manage your own time. However, this brings with it a significant amount of responsibility.

It is much harder to develop the self-discipline and self-management that is required in a project-based workplace than it is to simply comply with strict one-size-fits-all expectations and a rigid timetable. Yet, we know that we would be doing our young people a disservice if we were to send them into adulthood having never experienced the freedom of an adult work environment. This includes the responsibility it requires and the accomplishment that is felt when success has come from intrinsic motivation and effort rather than micro-management and punitive approaches to discipline.

This presents its challenges for the adults in the room. With greater student freedom comes more opportunities for them to take advantage by testing boundaries. To manage this, we lean on our final two pillars: unconditional positive regard and mentorship.

Demonstrating Unconditional Positive Regard

“We get you. We see your magic. Everyone has something to offer the world, and we want to help you find yours.”

The principle of unconditional positive regard, a concept rooted in the work of Carl Rogers, is central to our approach at IDEA. It’s about maintaining a consistent attitude of respect and belief in the inherent worth of each student, regardless of their behaviour at any given moment. This doesn’t mean we condone negative behaviour, but rather that we separate the behaviour from the individual.

By approaching our students with unconditional positive regard, we create a foundation of trust and respect. This approach is particularly important during this transitional time in their lives when self-esteem can be fragile, and the opinions of adults can have a lasting impact. Our students know that they are valued and respected, and, in turn, they value and respect the adults in the room and begin to self-manage their behaviour to maintain that trust and respect.

Mentorship

“When culture is feeling funky, it’s time for community connection and coaching conversations.”

Research suggests that having supportive relationships with adults during this key transition time can make a big difference. Having mentors who provide guidance while allowing space for growth helps students develop the confidence and skills they need to transition successfully into adulthood.

It can be challenging to design meaningful mentor-mentee relationships in a traditional high school context, as there may be multiple shorter interactions with adults in a day without the opportunity for coaching conversations to unfold. At an IDEA hub, the IDEA team works alongside and with students throughout the day, making it easier to track not only student movement but also changes in friendship dynamics, motivation, and attitudes. These observations can lead to check-in conversations, interventions, or support as required. The adult-mentor influence is ever-present in the room, preventing the toxic social dynamics that can manifest in a high school, where peer-to-peer influences hold greater weight, from developing at IDEA.

In Conclusion

The journey from adolescence to young adulthood is filled with challenges, but it’s also a time of tremendous growth and potential. At IDEA, we are dedicated to offering a culture that supports young people through this transition, balancing freedoms with responsibilities, offering guidance while respecting their autonomy, and always approaching them with unconditional positive regard.

Shaping and managing culture is always a work in progress, constantly evolving in response to the successes and challenges we face each term. However, the four pillars outlined above serve as a steadfast anchor, guiding us through the ups and downs of adolescence and helping us maintain stability amidst an ever-changing landscape.