Up Close: An Interview With Adriana Galván, Co-Executive Director of the UCLA Center for the Developing Adolescent 

Dr. Adriana Galván is the Co-Executive Director of the UCLA Center for the Developing Adolescent and Dean of Undergraduate Education at UCLA. In this interview with Roberta Furger, the Foundation’s Senior Director of Narrative and Strategy, Dr. Galván reflects on how the Los Angeles fires are impacting adolescents and how educators and caregivers can support young people through the aftermath of this crisis.  

Roberta: The Los Angeles fires have upended the lives of tens of thousands of students and families, from the immediate and devastating loss of their homes, schools, and community spaces to the secondary impact of disruptions in employment and learning. Could you help us understand how young people process the loss, uncertainty, and change? 

Adriana: It’s an important moment to ground ourselves in what we know about adolescents. Now, as during COVID, adolescents whose families lost their homes or were otherwise impacted by the fires are feeling disconnection, disruption, and displacement. Everyone is dealing with the challenge of getting their basic needs met. But for young people, there are other developmental needs that can be critical to well-being, especially during challenging times. This includes connecting with their friends. The social connection at school is so important for young people. Young people also need support from adults during adolescence. And, because their parents and caregivers are also going through this crisis, they may be challenged to support the young people going through this trauma. 

The impact of the fires extends beyond those who were displaced or whose family members lost their jobs. The See Change Institute has reported on “eco-anxiety”—a chronic fear of environmental doom that can be triggered by extreme weather events such as the Los Angeles fires—and how different generations are grappling with mental health impacts from witnessing environmental destruction. It is top of mind for many young people who are seeing its impact across their community and state. It can be distressing for them to see their worries realized, and frustrating because they may feel like they are screaming about the climate crisis to people who are not listening. 

Roberta: Where do young people go when they are separated from the people they would usually turn to for support or when the adults in their lives may also be struggling? How can their educators and caregivers best support them? 

Adriana: This question really underscores the importance of making sure families and parents are supported during crises like the recent fires. Connections with caring adults are critical throughout adolescence but are particularly crucial through challenges and difficult times. But adults can only provide support when their own needs are met. A few things parents, other adult family members, teachers, and coaches can do to help support young people include checking in and really listening; maintaining routines like getting enough sleep and continuing activities that they enjoy; and making sure young people have access to support, which can mean talking to a counselor or spending time with close friends.  

Young people who are disconnected from their families, whose families are already struggling with financial or housing insecurity, or whose families don’t have access to government support due to their immigration status may need extra consideration from their community during this time.

Roberta: Even amidst their distress and uncertainty, many young people are taking it upon themselves to support the fire victims—from creating recovery funds to organizing pop-up stores for teen girls to begin to replace their clothes, make-up, and jewelry. Can you situate these efforts in the context of adolescent development? 

Adriana: These efforts are characteristic of young people and their growing sense of agency and leadership. My colleague and co-executive director at the UCLA Center for the Developing Adolescent Dr. Andrew Fuligni writes about adolescents’ “need to contribute.” There’s a lot of research on prosocial behavior—including the need to contribute. The maturation of the social brain happens throughout the adolescent years, and greater engagement of the social brain directly ties to their increased orientation to others and their willingness to contribute to their well-being. As young people become more aware of their role within social structures, they are thinking about how to support other people, and despite their own stress, they are reaching out to see how they can help others. Contributing is also a way for young people to cultivate a sense of agency and purpose, which we know can support mental health.  

There’s power, too, in seeing the adults in their lives support one another—regardless of their economic means. A course at UCLA, “Philanthropy as Civic Engagement,” emphasizes this point. People find a way to contribute because the will is there. We just have to rethink what it is we have to give. To have the adults in their lives model philanthropic and other prosocial behavior is life changing for young people. 

These fires have been devastating for so many people, adults and youth alike. But the way we support young people now can help them learn that they are loved, that they are important, and that they are capable of navigating whatever the future holds.

Roberta: Thinking about the multitude of students’ needs right now, what are ways that schools and communities can hold young people and provide support? 

Adriana: It’s important for adults to acknowledge how they’re feeling—the fear, the sense of loss, including their loss of personal safety. Share a personal story of navigating difficult feelings related to the fires or another time of loss and difficulty with a young person so they understand we’re all experiencing this together. Managing their own strong emotions also helps adults be present for the feelings of the young people in their lives. And because adolescents are building their emotional regulation skills, adults can provide a powerful model for how to navigate challenges. 

It’s also important to find ways for young people to continue to connect with friends. Not only because peers provide a context for prosocial actions, but because friends are a source of support and joy for us during our adolescent years. 

Roberta: While it’s important to acknowledge the challenges and loss young people are experiencing, we also want to celebrate them and encourage fun and joy and discovery. How should we think about what can feel like conflicting priorities in this moment? 

Adriana: Schools and communities can also provide opportunities for youth to participate in helping others. Give them a task; have them contribute to the problem solving. Young people have skills with technology that can be directly used to support their families, for example. And let youth lead in terms of communicating how much they want to be involved and when they need to focus on something else for a while. Let them take a break from the seriousness of the situation when they need to. 

Roberta: Is there anything else you’d like to add? 

Adriana: Our adolescent years are such a dynamic period of development. We’re learning about the world, where we fit in, and how we can matter as we’re also learning how to get through real challenges. These fires have been devastating for so many people, adults and youth alike. But the way we support young people now can help them learn that they are loved, that they are important, and that they are capable of navigating whatever the future holds.