Lost in Translation: Exploring Silent Teen Struggles Through Netflix’s Adolescence
06/05/25Adolescence - Mental Health in the Digital Age
Adolescence is the transitional phase between childhood and adulthood, typically spanning ages 10 to 19.¹ It is often described as a rollercoaster as it is a time characterised by profound physical, emotional, and cognitive development. Internally, the adolescent brain is still under construction: hormones surge, neural pathways are rewired, and key brain areas like the prefrontal cortex (PFC) continue to develop. In fact, research suggests that the PFC—responsible for decision-making, self-control, and long-term planning—continues maturing until around 25 years old.² ³
While the PFC is still developing, the amygdala—which plays a central role in emotional processing—often steps in to fill the decision-making gap.⁴ This can lead to emotionally charged, impulsive behaviour, which, in turn, looks like risk-taking, rule-breaking, or acting before thinking. A pretty unsubtle description of your stereotypical teenager!
Now imagine going through all of this while being constantly plugged into a digital world that thrives on immediacy, comparison, and validation. Social media is used by over 97% of UK adolescents.⁵ It is not just a feature of modern teenage life; it's a focal point. And for a brain wired for reward and social belonging,⁶ but not yet equipped for long-term thinking or emotional regulation, it’s a potentially dangerous mix.
Adolescence marks the transition from childhood to adulthood—a formative period characterised by growing independence and a shift in social focus from family to peers.⁷ ⁸ Social neuroscience has offered explanations for these behavioural changes, identifying the neural mechanisms that underpin them. For example, adolescents display heightened activation in the ventral striatum, a brain region central to reward processing, particularly in response to social validation and novel experiences, such as peer approval or risk-taking behaviours.⁹ This heightened sensitivity to immediate rewards can result in more impulsive, emotionally driven decision-making compared to adults.
Peer relationships also become especially significant during this time, with adolescents showing increased responsiveness to social evaluation.⁸ This is partly due to the influence of pubertal hormones on neural systems that affect brain regions involved in social and emotional processing. Areas such as the striatum and medial prefrontal cortex—both key parts of the socioaffective network—show heightened activity during adolescence,⁸ ¹⁰ helping to explain the increased emotional reactivity and social sensitivity typical of this developmental stage.
This intersection of adolescent brain development and social media is highlighted in Netflix’s mini-series Adolescence, which follows the tragic story of a 13-year-old boy arrested for the murder of his classmate. The series reveals how mental health challenges and digital pressures can collide catastrophically during this vulnerable life stage.
Lost in Translation: The Language of Social Media and the Generational Gap
One of the most compelling insights from Adolescence, particularly evident in episode two, is how social media has its own, ever-evolving language. Emojis, slang and coded phrases alter meaning rapidly, making them indecipherable and leaving adults completely out of the loop. Whether it's the subtle nuance of a heart emoji or cryptic codes like "80:20", this digital dialect creates a communication barrier between generations.
In the series, this misunderstanding results in the detectives mistakenly interpreting the online interactions between Jamie and Katie as friendly, based on seemingly innocuous messages and comments. It's only when another student explains the context to the adults that they understand Katie was, in fact, bullying Jamie. This misunderstanding isn't just about tone; it's about a fundamental disconnect in understanding the social meaning embedded in digital language.
This generational divide goes far beyond misunderstood emojis. Social media has offered a platform to influencers who promote misogynistic men’s rights and incel-adjacent ideologies, Andrew Tate being one of the most recognisable. In fact, while 74% of adults are aware of Tate,¹¹ a growing network of equally harmful, lesser-known figures exists, known primarily within the echo chambers of their followers. If the adults supposed to protect young people don’t even know who these individuals are, how can they be expected to identify the early warning signs of toxic influence?
This shows that relying on adults to single-handedly monitor and decode adolescent social media use is not only unrealistic, but nearly impossible. That’s why education should be at the heart of effective intervention. Young people need to be equipped with the tools to navigate social media safely and critically.
This is where AI tools like Cami can make a real difference. Designed to support adolescents in real-time, Cami creates a non-judgmental, supportive space to help young people navigate social media safely. In an online world full of misinformation and harmful content, Cami acts as a reliable, compassionate presence, built not to police teens, but to protect them.
The Power of Safe, Non-Judgmental Conversations: Bridging the Gap with AI
In episode three of Adolescence, Jamie’s conversation with a child psychologist sheds light on another critical theme: adolescents' fear of perception by others. Despite being in a safe, confidential space with a professional, Jamie’s fear of judgment inhibits his ability to fully express himself, even after an hour-long one-to-one conversation. He censors which thoughts to share, tells her what he expects her to say, and even attempts to intimidate her. Topics surrounding sex and his sexuality evoke clear discomfort, and the session ends in a raw, emotional outburst where Jamie, desperate for validation, shouts, “do you like me!?”
His aggression likely stems from low self-esteem and insecurity, reflecting an unmet need for approval which we see him desperately seek from the psychologist. He was evidently not getting any approval from social media, which plays such a central role in many young people's identities.¹²
This heartbreaking moment highlights Jamie’s deep-set insecurities, particularly his chronic fear of being negatively judged, especially by women. This is also made apparent when he repeatedly tells her that he's ugly, expecting her to respond by appeasing these insecurities. The disconnect in digital language, paired with his fear of judgement, leads Jamie to isolate himself further and internalise his struggles. He becomes more withdrawn, and his feelings of loneliness and confusion grow unchecked, culminating in the tragedy that could have been avoided with earlier interventions.
A further way in which Cami can be a unique and indispensable tool, is in how talking to an AI chatbot can feel notably different from speaking to a human, even one who is professionally trained to be non-judgmental. For adolescents, Cami offers a safe, anonymous space where they can freely express their concerns without the fear of being misunderstood or criticised. Whether it’s about major or minor issues, Cami provides a space for young people to share and work through their emotions.
By offering this kind of psychological ‘first aid’, Cami helps address issues early, potentially preventing them from developing into more complex, overwhelming problems. Moreover, by supporting young people at the outset of their struggles, Cami can alleviate some of the pressure on inundated mental health professionals, whose services are often buried under long waiting lists.
What are your thoughts on this? Please feel free to email hello@cambridgemindtechnologies.com with any opinions you have on this topic, we’d love to hear from you
References
Adolescent Health. (n.d.). World Health Organization. https://www.who.int/health-topics/adolescent-health#tab=tab_1
Sharma, S., Arain, Mathur, Rais, Nel, Sandhu, Haque, & Johal. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 449. https://doi.org/10.2147/NDT.S39776
Steinberg, L. (2010). A dual systems model of adolescent risk‐taking. Developmental Psychobiology, 52(3), 216–224. https://doi.org/10.1002/dev.20445
Šimić, G., Tkalčić, M., Vukić, V., Mulc, D., Španić, E., Šagud, M., Olucha-Bordonau, F. E., Vukšić, M., & R. Hof, P. (2021). Understanding Emotions: Origins and Roles of the Amygdala. Biomolecules, 11(6), 823. https://doi.org/10.3390/biom11060823
Anderson, M., & Jingjing, J. (2018, May 31). Teens, Social Media and Technology 2018. Pew Research Center. https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/
Smetana, J. G., Robinson, J., & Rote, W. M. (2015). Socialization in adolescence. Handbook of socialization: Theory and research, 2, 66-84.
Barnes, G. M., Hoffman, J. H., Welte, J. W., Farrell, M. P., & Dintcheff, B. A. (2007). Adolescents’ time use: Effects on substance use, delinquency and sexual activity. Journal of Youth and Adolescence, 36(5), 697–710. https://doi.org/10.1007/s10964-006-9075-0
Somerville, L. H. (2013). The Teenage Brain. Current Directions in Psychological Science, 22(2), 121–127. https://doi.org/10.1177/0963721413476512
Casey, B. J., Getz, S., & Galvan, A. (2008). The adolescent brain. Developmental Review, 28(1), 62–77. https://doi.org/10.1016/j.dr.2007.08.003
Gunther Moor, B., van Leijenhorst, L., Rombouts, S. A. R. B., Crone, E. A., & van der Molen, M. W. (2010). Do you like me? Neural correlates of social evaluation and developmental trajectories. Social Neuroscience, 5(5–6), 461–482. https://doi.org/10.1080/17470910903526155
Andrew Tate. (2024). YouGov. https://yougov.co.uk/topics/entertainment/explore/influencer/Andrew_Tate-Influencer?utm_source=chatgpt.com
Avci, H., Baams, L., & Kretschmer, T. (2024). A Systematic Review of Social Media Use and Adolescent Identity Development. Adolescent Research Review. https://doi.org/10.1007/s40894-024-00251-1
Author: Emma Crane, Cambridge Mind Technologies Volunteer
Emma is an assistant therapist at an SEN school in Surrey. She has a First Class degree in Psychology from the University of Bristol, and she is passionate about applying her knowledge to support children with learning disabilities and social, emotional, and mental health (SEMH) difficulties. Her work in therapy has deepened her knowledge in this field and made her more committed to supporting young people struggling with their mental health. Alongside her role, she volunteers for Cambridge Mind Technologies, contributing to the blog by exploring the challenges adolescents with mental health difficulties face in today’s world. Her goal is to share insights on how tools like Cambridge Mind Technologies can empower and support young people in navigating these challenges.
