Your teen: Peer pressure and influence

February 9, 2023

The influence of your child’s friends, social media, and even celebrities doesn’t have to be a bad thing. Find out why by exploring the nuances of peer pressure and peer influence. 

A woman with her arms crossed is surrounded by people pointing at her.

Under pressure. This isn’t just Freddie Mercury and David Bowie’s ubiquitous refrain, but something our teens are standing up to daily. Added to the stresses of academic and sporting achievement are the extra forces of peer pressure and influence, social media, socio-economic upheaval, and even life in a post-pandemic world. These all have the potential to mould your child, but whether this is for the positive or negative has a lot do with how they (and you) handle these pressures. And for our adolescents, peer influence and peer pressure are main players in this balancing act.

 

What is peer Influence?

Think back to your youth… fitting in and being accepted by your friends were almost more important than anything else. And this is completely normal for the teen years. Now is when your child is carving out more of their identity and figuring out their individual place in the world, and peer groups play a big role in this.

 

Peer groups are not just your teen’s friends, they also include people they admire and who they would see as playing an important role in their lives. In fact, they may be dealing with the impact of several different peer groups during this time – their school friends, social media groups, celebs or sports teams, and adult role models. Through these peer groups, your teen is exposed to different opinions, cultures, types of music, ways of dressing, and lifestyles.

 

The influence that these peer groups have on how your teen feels, thinks, and acts is what we call ‘peer influence’ – your teen is is choosing to do something that they wouldn’t ordinarily do. And it’s not necessarily a bad thing, as this can provide guidance on and motivation, even sustaining your teen’s spirit during a phase of life that can be difficult and confusing. It is persuasive rather than pervasive, and your child still has a choice of whether to follow the group or not.

 

So, if your teen starts wearing the same clothes and hairstyles as their friends or changing how they talk or use different words to what they did before, it may just be a sign of healthy peer influence. It’s all about exploring the wider world outside of the family unit and belonging to something outside of the family unit. In the most positive sense, peer influence could even have your teen working harder to achieve better marks or performing better at their sports.

 

What is peer pressure?

When the influence of their peer groups crosses over into instances where your teen feels like they must take part in risky behaviour that could have serious and potential long-term consequences, we enter the realm of peer pressure.

 

When they’re under peer pressure, teens my start smoking, skip school, drink alcohol, etc. Here it feels like there is no choice – if you don’t do as the group says, you’re not accepted. That kind of pressure eats away at individual identity, because it’s about doing what others are doing and whether that’s something good or bad is irrelevant.

 

It’s also very easy for bullying to occur as a result of peer pressure because it’s about pushing the limits and not encouraging positive influence.

 

Dealing with peer influence and pressure is about balancing the need to fit in with the group and being yourself. By providing a foundation of values and strong sense of self, you help enable your teen to draw the line between peer pressure and peer influence and be assertive enough to stand up with assertiveness against risky things.

 

When to worry about your teen & peer pressure

It can be difficult to navigate these stresses, and you could see your teen’s mental health suffer as a result. If you see signs of a low mood for two or more weeks, bring it up with your child and consider reaching out for more support to work through it.

 

If you see:

  • Sudden changes in behaviour for no reason
  • Aggression or antisocial behaviour
  • Low moods, lots of crying, hopelessness
  • Trouble sleeping and/or a change in appetite
  • Not wanting to go to school
  • Not wanting to do the things they usually enjoy
  • Saying things like, “Life’s not worth it,” or, “I just want to give up”


Chat to your GP or contact resources like SADAG or Childline for guidance.

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A Lifelong Educator Mr Chris Herbst has spent 41 years in the classroom. With a Bachelor of Education from the University of the Witwatersrand, he has taught countless learners over the decades. He joined Crawford International Sandton in 1999 and currently teaches Afrikaans to students from Grade 8 to Grade 12. His role spans across five different year groups, a challenge he embraces. “I have my hands full as I navigate the excitement and challenges of teaching an additional language to five different grades,” he says. Why Teaching Still Matters For Mr Herbst, teaching is not a job. It is something he feels deeply connected to. “Teaching is my great passion and calling. The classroom is where I find my motivation and inspiration,” he shares. “When we have a really good lesson and I see our students leave having learned something new, or figured out a challenging concept, then I am motivated and inspired all over again.” These everyday moments keep him grounded in his purpose. They are the quiet victories that reaffirm his place in the classroom. Freedom to Teach with Meaning Mr Herbst values Crawford’s approach to learning, particularly the way it supports teacher agency and student-centred learning. “I love the fact that the focus is student-centred, and that as teachers we have the freedom and the responsibility to create a teaching and learning environment that works best for every learning need,” he says. He believes this flexibility allows for learning to become more meaningful. “If I identify that a particular topic or poem has piqued the interest of my class, I have the freedom to delve deeper and really explore the subject matter without being bound by rigid syllabus rules and time frames.” Connecting Language to the Real World Teaching Afrikaans in a school where it is often an additional language means finding ways to make it resonate. Mr Herbst understands that for many students, the subject may not come naturally. “For many students, learning another language may initially feel like a requirement rather than a passion,” he explains. To bridge that gap, he brings the language to life through content that students can relate to. “It’s important to integrate engaging, real-world content such as music, movies, and stories that align with the students’ interests.” These tools, he believes, help students see the language in context and build an emotional connection to it. A Teaching Legacy  Over the course of his career, Mr Herbst has taught more than one generation in the same family. It is a milestone he reflects on with pride. “I have taught students who are now parents, and I am teaching their children today. It doesn’t get better than that.” But what stands out most for him is being remembered. “By far my biggest kick is when a past student recognises me and comes over to strike up a conversation and talk about their life and work after school.”
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