Why Critical Thinking Matters for Teens: A Q&A with Maree Davies

By Maree Davies

What inspired you to write this book at this particular moment in time, when AI and algorithm-driven media are reshaping how teenagers consume information?

Teenagers today are often criticised for spending too much time on their screens, yet I see adults behaving in exactly the same way. The public conversation tends to focus on “too much screen time” and the mental health crisis this can create.  I think it is essential to also focus on the deeper issue: how all of us are now systematically targeted by marketers through AI and algorithm-driven media. These same systems can also expose young people to extremist or harmful groups that deliberately target them online.

Understanding how these systems work is essential, especially for teenagers. Simply banning social media sites does not help young people recognise that they are being deliberately targeted by highly sophisticated algorithms designed to capture their attention and influence their behaviour. When people understand how these systems operate, they are in a much better position to make conscious decisions about how they respond to them.

More broadly, this connects to larger questions about how our society functions. We live in a capitalist system where we are constantly exposed to marketing designed to encourage us to consume. This raises troubling questions about inequality—how, for example, we can have the world’s first trillionaire while millions of people are still starving. At the same time, social media often amplifies hostility toward difference—whether based on ethnicity, religion, or gender—and this can intensify polarisation.

Teenagers can be particularly vulnerable to these dynamics because adolescence is a time when identity and belonging matter deeply. When young people are searching for a sense of belonging, they may be drawn toward online communities that appear welcoming but can also reinforce extreme or polarised views.

These broader concerns motivated me to write the book. I wanted to take a pragmatic approach and help teenagers understand how consumerism, algorithms, and AI shape the information they see every day. My hope is that when young people recognise how these systems work—and how deliberately addictive many platforms are—they will feel more empowered to step away from them at times, think critically about what they encounter online, and choose how they want to engage with the digital world.

Because the real goal is not to keep teenagers away from technology—it is to help them become street smart about it.

You describe teenagers as facing a “daily barrage” of personalised content—how does this environment fundamentally change how critical thinking must be taught today?

Understanding cognitive bias is not new, of course. However, in the Street Smarts model I strengthen this idea by showing practical ways for students to talk about their own experiences and reactions to online content. This is important because thinking and learning are not purely rational processes—they are emotional as well.

Our emotions are not a weakness; they are part of what makes us human. When teenagers recognise how their emotions influence what captures their attention online—for example concerns about body image or popularity—they are better able to reflect on why certain content resonates with them. This awareness helps them apply critical thinking more habitually when they encounter the “daily barrage” of targeted material on social media.

The book also introduces the concept of moral disengagement, helping teenagers understand how people can justify harmful behaviour online. Recognising this helps students see that they are not simply making isolated choices as individuals; they are operating within wider social and technological systems.

Scammers, influencers, and marketers understand the power of personalised content very well. While targeted content can sometimes be helpful, it can also create real vulnerabilities—particularly for young people whose identities and sense of belonging are still developing.

For this reason, teaching critical thinking today must go beyond analysing arguments. Teenagers also need to understand how algorithms target them, how their emotions shape what they engage with, and how online systems influence behaviour.

Critical thinking today therefore means helping teenagers become aware not only of what they think, but of how and why they are being influenced.

You introduce the “Street Smarts” model—what makes this framework more practical or actionable than earlier academic models of critical thinking?

What distinguishes the Street Smarts model from many traditional models of critical thinking is that it was designed specifically for teenagers, classroom practice and for discussions at home, rather than as a purely theoretical framework. While earlier models often focus on the cognitive skills involved in analysing arguments—such as evaluating evidence or identifying logical fallacies—the Street Smarts model provides teachers and parents with a conversation based model.

First, the model begins with Respect for Self, which foregrounds teenagers identities, experiences, and cultural backgrounds. Traditional critical thinking frameworks often begin with abstract reasoning tasks, whereas the Street Smarts model recognises that teenagers thinking is shaped by their lived experiences and emotions. By inviting students to share personal narratives about something that could be controversial, the model helps them connect the topic to their own cultural identities and prior knowledge. This approach not only increases engagement but also supports students in recognising how identity and experience shape their perspectives and potential biases.

Second, the model moves to Respect for Reason, where students construct and evaluate arguments using evidence. While argumentation is central to most models of critical thinking, the Street Smarts framework embeds this reasoning within peer dialogue. Teenagers present claims, evaluate each other’s reasoning, and refine their arguments collaboratively. This dialogic process encourages metacognitive thinking, as students must assess the strength of evidence, identify weaknesses in reasoning, and respond to counterarguments in real time.

Third, Respect for Difference extends critical thinking beyond the logical structure of argumentation by encouraging teenagers to examine the social, ethical, and cultural dimensions of an issue. Teenagers are prompted to consider how issues affect different groups and to recognise inequalities or power imbalances related to gender, ethnicity, refugee status, or socioeconomic background. In doing so, the model connects critical thinking with socio-moral reasoning and civic awareness, helping teenagers understand that reasoning is not only an intellectual process but also one situated within broader social contexts.

Finally, Respect for Change introduces a metacognitive dimension that encourages teenagers to revisit and reflect on their initial thinking. Through dialogue and new evidence, students may revise their perspectives, developing intellectual humility and a willingness to reconsider previously held views. This stage also emphasises civic responsibility, prompting students to reflect on how their thinking and actions—particularly in digital spaces—can influence public discourse.

Taken together, the four stages—Respect for Self, Respect for Reason, Respect for Difference, and Respect for Change—create a structured progression that moves teenagers from personal experience, to evidence-based reasoning, to ethical awareness, and finally to reflective revision of their thinking. In this way, the Street Smarts model differs from many traditional frameworks by embedding critical thinking within dialogue, identity, and social responsibility, making it both practical for teachers and parents and meaningful for teenagers. 

I am keen to encourage connectivity and conversations between teenagers, as I believe this is key to assisting in the increase in mental health issues accompanied by social media.

You draw on neurological and cognitive explanations—how does brain development in teenagers affect their ability to think critically?

It is widely understood that dopamine activity changes during adolescence. Dopamine is a neurotransmitter involved in reward and motivation, and research suggests that teenagers may experience stronger reward responses to stimulating activities than adults. As a result, adolescents can be more sensitive to experiences that produce a strong sense of reward or excitement. This heightened responsiveness can help explain why teenagers may be more drawn to risk-taking behaviours or highly stimulating environments.

Risk-taking, however, is not inherently negative. Many creative and innovative pursuits—such as music, art, poetry, and entrepreneurship—require a willingness to take risks. The challenge arises when highly stimulating activities, such as social media use, begin to become compulsive. Excessive engagement with digital platforms can contribute to feelings of loss of control, which in turn may be associated with mental health concerns such as anxiety.

When teenagers feel that their behaviour is out of their control, they may find it difficult to take small, incremental steps to change their habits. Developing critical thinking skills can help address this challenge. By reflecting on their own experiences, considering multiple perspectives, and understanding how social media platforms are designed to capture users’ attention, adolescents can begin to analyse their behaviour more intellectually rather than responding only emotionally. Recognising that digital platforms target all users—not just themselves—can also help teenagers see their experiences within a broader social and economic context.

Developing this awareness can strengthen adolescents’ sense of self-efficacy, which is an important part of the transition from adolescence to adulthood. When teenagers feel they have some control over their behaviour, they are more likely to seek support and connect with others when they are struggling.

Adolescence is also a period of significant brain development, during which neural connections are strengthened through repeated patterns of thinking and behaviour. This makes it an especially important time to support the development of critical thinking so that reflective and analytical habits of mind can become part of young people’s everyday thinking.

Many adults worry about teens being “overexposed” to digital content—what did you observe that surprised you most?

Many adults do not take the time to talk with teenagers about what they are actually doing online. A teenager may appear to be on a screen for hours, but they might simply be watching football or following a sports discussion. During COVID, for example, many teenagers downloaded the Discord server and watched movies together online. They were interacting socially and supporting each other, yet many adults did not fully understand how these platforms were being used.

As a result, assumptions are often made about teenagers being “overexposed” to screens. While excessive exposure to harmful content can certainly be a concern, it is important to recognise that this behaviour may sometimes be symptomatic of underlying issues. If a teenager is repeatedly engaging with material that worsens anxiety or depression, then those mental health concerns need to be addressed with appropriate professional support. In these situations, the online behaviour is often a symptom rather than the core problem.

However, simply saying “it’s all different now” or “I don’t know what they are looking at” is not helpful for any generation. A more constructive approach is for adults to take an interest in the digital environments that teenagers inhabit. This might involve asking what platforms they use, looking at how these platforms work, and understanding their appeal. Taking an interest does not mean criticising teenagers for spending time online. In fact, many teenagers are happy to explain the platforms they use—such as Snapchat—and will openly discuss their advantages and disadvantages when they feel they are not being judged.

In my book, for example, I explain the differences between platforms such as TikTok, Facebook, and Snapchat, including how in-app purchases function. Simply sitting down and having a conversation with a teenager about how these platforms work can be extremely powerful. These conversations create opportunities for critical thinking. Questions such as “Who benefits from in-app purchases?” encourage teenagers to think about the broader economic and social systems behind the platforms they use.

Being alongside teenagers in this way is essential. When adults and young people talk openly about digital environments, it becomes possible to move beyond individual experiences and consider the wider societal implications. This kind of dialogue helps teenagers develop the habits of critical thinking, rather than remaining confined to the perspectives of their immediate peer groups.

Looking ahead 10 years, what new risks-or-opportunities-do you think educators must prepare teenagers to think critically about?

Looking ahead ten years, teenagers will likely encounter new technologies, platforms, and forms of digital influence that we cannot yet fully predict. However, the underlying challenges adolescents face—questions of identity, belonging, influence, and power—are unlikely to change. What will change is the context in which these challenges occur, particularly through increasingly sophisticated forms of artificial intelligence, algorithmic recommendation systems, and highly personalised digital environments.

One significant risk educators will need to prepare teenagers for is the growing ability of digital platforms to shape attention, beliefs, and behaviour. AI-generated content, persuasive algorithms, and targeted advertising may make it increasingly difficult for young people to distinguish between authentic information, manipulation, and commercial influence. At the same time, these technologies also present opportunities for creativity, collaboration, and learning on an unprecedented scale.

For this reason, critical thinking will become even more important. Teenagers will need to ask questions such as: Why am I thinking this? What evidence supports this claim? Where did this information come from? Who benefits from this message? Who might see this issue differently, and why? These kinds of questions help adolescents examine not only the information they encounter but also the social and economic systems that shape it.

Equally important is understanding that critical thinking is not simply an individual skill but a collective activity. Conversations with peers, teachers, parents, and mentors help young people test ideas, consider multiple perspectives, and reflect on their own assumptions. These relationships provide the social support adolescents need to navigate emerging technologies—whether they involve new AI tools, social media platforms, or digital environments that have yet to be developed.

In this sense, while the technologies of the future may change rapidly, the educational task remains consistent: helping teenagers develop the habits of mind, dialogue, and reflection that allow them to engage thoughtfully with whatever new risks and opportunities emerge.

I suspect that in ten years many of the underlying issues facing society will remain the same. There will still be conflict, poverty, significant inequalities, and ongoing debates about how power and resources are distributed. We may also continue to see large investments in ambitious technological projects—such as attempts to live on Mars—while important challenges on Earth, including climate change and extreme weather events, remain unresolved.

If educators can help the next generation develop strong critical thinking skills, those skills may enable young people to respond more thoughtfully to these challenges. Critical thinking can help adolescents recognise and challenge polarising language, resist the spread of hate speech, and question forms of excessive consumerism that often shape modern societies.

Supporting young people to think carefully about evidence, power, and responsibility will not solve these problems on its own, but it can equip the next generation with the intellectual tools needed to engage with them in more constructive and ethical ways.

Teaching Critical Thinking to Teenagers

At a time of concern over the influence of social media, algorithms and artificial intelligence, this book presents a practical toolkit for secondary teacher and parents that supports secondary teachers to help their students understand the importance of critical thinking.

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