By Hara Estroff Marano, published on March 1, 2007 - last reviewed on June 9, 2016
Psychologist Robert Epstein spoke to Psychology Today's Hara Estroff Marano about the legal and emotional constraints on American youth.
RE: In every mammalian species, immediately upon reaching puberty, animals function as adults, often having offspring. We call our offspring "children" well past puberty. The trend started a hundred years ago and now extends childhood well into the 20s. The age at which Americans reach adulthood is increasing—30 is the new 20—and most Americans now believe a person isn't an adult until age 26.
The whole culture collaborates in artificially extending childhood, primarily through the school system and restrictions on labor. The two systems evolved together in the late 19th-century; the advocates of compulsory-education laws also pushed for child-labor laws, restricting the ways young people could work, in part to protect them from the abuses of the new factories. The juvenile justice system came into being at the same time. All of these systems isolate teens from adults, often in problematic ways.
Our current education system was created in the late 1800s and early 1900s, and was modeled after the new factories of the industrial revolution. Public schools, set up to supply the factories with a skilled labor force, crammed education into a relatively small number of years. We have tried to pack more and more in while extending schooling up to age 24 or 25, for some segments of the population. In general, such an approach still reflects factory thinking—get your education now and get it efficiently, in classrooms in lockstep fashion. Unfortunately, most people learn in those classrooms to hate education for the rest of their lives.
The factory system doesn't work in the modern world, because two years after graduation, whatever you learned is out of date. We need education spread over a lifetime, not jammed into the early years—except for such basics as reading, writing, and perhaps citizenship. Past puberty, education needs to be combined in interesting and creative ways with work. The factory school system no longer makes sense.
What are some likely consequences of extending one's childhood?
Imagine what it would feel like—or think back to what it felt like—when your body and mind are telling you you're an adult while the adults around you keep insisting you're a child. This infantilization makes many young people angry or depressed, with their distress carrying over into their families and contributing to our high divorce rate. It's hard to keep a marriage together when there is constant conflict with teens.
We have completely isolated young people from adults and created a peer culture. We stick them in school and keep them from working in any meaningful way, and if they do something wrong we put them in a pen with other "children." In most nonindustrialized societies, young people are integrated into adult society as soon as they are capable, and there is no sign of teen turmoil. Many cultures do not even have a term for adolescence. But we not only created this stage of life: We declared it inevitable. In 1904, American psychologist G. Stanley Hall said it was programmed by evolution. He was wrong.
How is adolescent behavior shaped by societal strictures?
One effect is the creation of a new segment of society just waiting to consume, especially if given money to spend. There are now massive industries—music, clothing, makeup—that revolve around this artificial segment of society and keep it going, with teens spending upward of $200 billion a year almost entirely on trivia.
Ironically, because minors have only limited property rights, they don't have complete control over what they have bought. Think how bizarre that is. If you, as an adult, spend money and bring home a toy, it's your toy and no one can take it away from you. But with a 14-year-old, it's not really his or her toy. Young people can't own things, can't sign contracts, and they can't do anything meaningful without parental permission—permission that can be withdrawn at any time. They can't marry, can't have sex, can't legally drink. The list goes on. They are restricted and infantilized to an extraordinary extent.
In recent surveys I've found that American teens are subjected to more than 10 times as many restrictions as mainstream adults, twice as many restrictions as active-duty U.S. Marines, and even twice as many as incarcerated felons. Psychologist Diane Dumas and I also found a correlation between infantilization and psychological dysfunction. The more young people are infantilized, the more psychopathology they show.
What's more, since 1960, restrictions on teens have been accelerating. Young people are restricted in ways no adult would be—for example, in some states they are prohibited from entering tanning salons or getting tattoos.
You believe in the inherent competence of teens. What's your evidence?
Dumas and I worked out what makes an adult an adult. We came up with 14 areas of competency—such as interpersonal skills, handling responsibility, leadership—and administered tests to adults and teens in several cities around the country. We found that teens were as competent or nearly as competent as adults in all 14 areas. But when adults estimate how teens will score, their estimates are dramatically below what the teens actually score.
Other long-standing data show that teens are at least as competent as adults. IQ is a quotient that indicates where you stand relative to other people your age; that stays stable. But raw scores of intelligence peak around age 14-15 and shrink thereafter. Scores on virtually all tests of memory peak between ages 13 and 15. Perceptual abilities all peak at that age. Brain size peaks at 14. Incidental memory—what you remember by accident, and not due to mnemonics—is remarkably good in early to mid teens and practically nonexistent by the '50s and '60s.
If teens are so competent, why do they not show it?
What teens do is a small fraction of what they are capable of doing. If you mistreat or restrict them, performance suffers and is extremely misleading. The teens put before us as examples by, say, the music industry tend to be highly incompetent. Teens encourage each other to perform incompetently. One of the anthems of modern pop, "Smells Like Teen Spirit" by Nirvana, is all about how we need to behave like we're stupid.
Teens in America are in touch with their peers on average 65 hours a week, compared to about four hours a week in preindustrial cultures. In this country, teens learn virtually everything they know from other teens, who are in turn highly influenced by certain aggressive industries. This makes no sense. Teens should be learning from the people they are about to become. When young people exit the education system and are dumped into the real world, which is not the world of Britney Spears, they have no idea what's going on and have to spend considerable time figuring it out.
There are at least 20 million young people between 13 and 17, and if they are as competent as I think they are, we are just throwing them away.
Do you believe that young people are capable of maintaining long-term relationships and capable of moral reasoning?
Everyone who has looked at the issue has found that teens can experience the love that adults experience. The only difference is that they change partners more, because they are warehoused together, told it's puppy love and not real, and are unable to marry without permission. The assumption is they are not capable. But many distinguished couples today—Jimmy and Rosalynn Carter, George and Barbara Bush—married young and have very successful long-term relationships.
According to census data, the divorce rate of males marrying in their teens is lower than that of males marrying in their 20s. Overall the divorce rate of people marrying in their teens is a little higher. Does that mean we should prohibit them from marrying? That's absurd. We should aim to reverse that, telling young people the truth: that they are capable of creating long-term stable relationships. They might fail—but adults do every day, too.
The "friends with benefits" phenomenon is a by-product of isolating adolescents, warehousing them together, and delivering messages that they are incapable of long-term relationships. Obviously they have strong sexual urges and act on them in ways that are irresponsible. We can change that by letting them know they are capable of having more than a hookup.
Studies show that we reach the highest levels of moral reasoning while we're still in our teens. Those capabilities parallel higher-order cognitive reasoning abilities, which peak fairly early. Across the board, teens are far more capable than we think they are.
What's the worst part of the current way we treat teens?
The adversarial relationship between parents and offspring is terrible; it hurts both parents and young people. It tears some people to shreds; they don't understand why it is happening and can't get out of it. They don't realize they are caught in a machine that's driving them apart from their offspring—and it's unnecessary.
What can be done?
I believe that young people should have more options—the option to work, marry, own property, sign contracts, start businesses, make decisions about health care and abortions, live on their own—every right, privilege, or responsibility an adult has. I advocate a competency-based system that focuses on the abilities of the individual. For some it will mean more time in school combined with work, for others it will mean that at age 13 or 15 they can set up an Internet business. Others will enter the workforce and become some sort of apprentice. The exploitative factories are long gone; competent young people deserve the chance to compete where it counts, and many will surprise us.
It's a simple matter to develop competency tests to determine what rights a young person should be given, just as we now have competency tests for driving. When you offer significant rights for passing such a test, it's highly motivating; people who can't pass a high-school history test will never give up trying to pass the written test at the DMV, and they'll virtually always succeed. We need to offer a variety of tests, including a comprehensive test to allow someone to become emancipated without the need for court action. When we dangle significant rewards in front of our young people—including the right to be treated like an adult—many will set aside the trivia of teen culture and work hard to join the adult world.
Are you saying that teens should have more freedom?
No, they already have too much freedom—they are free to spend, to be disrespectful, to stay out all night, to have sex and take drugs. But they're not free to join the adult world, and that's what needs to change.
Unfortunately, the current systems are so entrenched that parents can do little to counter infantilization. No one parent can confer property rights, even though they would be highly motivating. Too often, giving children more responsibility translates into giving them household chores, which just causes more tension and conflict. We have to think beyond chores to meaningful responsibility—responsibility tied to significant rights.
With a competency-based system in place, our focus will start to change. We'll become more conscious of the remarkable things teens can do rather than on culture-driven misbehavior. With luck, we might even be able to abolish adolescence.
Before 1850, laws restricting the behavior of teens were few and far between. Compulsory education laws evolved in tandem with laws restricting labor by young people. Beginning in 1960, the number of laws infantilizing adolescents accelerated dramatically. You may have had a paper route when you were 12, but your children can't.
Currently spreading nationwide: