Written by Kritika Rao
Photo from Noun Project
Adolescents are believed to develop an increasing need for privacy and space from their parents. During this stage, they are often engaged in shaping their identity, requiring more personal time and opportunities to explore their roles within peer groups. Adolescents who exhibit a preference for aloneness are found to be more susceptible to social anxiety and depression. Solitude, while potentially beneficial, can also heighten feelings of isolation and uncertainty.
Many adolescents, however, genuinely enjoy spending time alone, engaging in free-floating thoughts such as daydreaming, fantasizing, self-talk, or reflecting on past and future experiences. These are some of the most common solo activities, followed by passive forms of entertainment—listening to music or reading—along with sleeping and personal grooming.
When examining how children aged 9 to 15 spend their time, the picture is surprisingly diverse. Researchers have explored this topic and observed that children’s days consist of a range of activities. They may spend time completing school assignments, helping with chores, or tending to personal care. On the recreational side, they engage in activities like playing games, creating something, or hanging out with friends. Naturally, downtime is a part of their routine as well, whether it involves eating, watching TV, or simply daydreaming.
During adolescence, however, solitude can also present significant challenges. The constant pressure to meet societal expectations, coupled with the desire to assert autonomy and explore personal interests, can make it difficult for adolescents to find balance. This is why having strong support from peers and friends is essential; such relationships play a key role in fostering growth and helping them build a firm sense of identity while preserving their sense of self.
Comparison with peers frequently leaves adolescents feeling lost, struggling to define themselves amid external pressures. Naturally, young people’s desire for solitude is often heightened in time of negative emotions, and solitude can serve as a vital escape from negative social experiences. It provides a chance to step back from peer influences and judgements, allowing adolescents to reconnect with their personal values, strengths, and interests. Away from the pressures of social media or face-to-face interactions, quiet moments allow adolescents to reflect on themselves without the constant backdrop of external judgment.
While solitude can offer adolescents an opportunity for self-discovery and reflection, it works best when balanced with healthy social support. Encouraging adolescents to explore solitude positively—while ensuring they have access to meaningful peer connections and trusted mentors—can help them navigate this complex stage of life. Providing such a balance enables them to develop resilience, emotional well-being, and a clearer sense of who they are as individuals.
Sources:
Beyers, W., Soenens, B., & Vansteenkiste, M. (2024). Autonomy in adolescence: a conceptual, developmental and cross-cultural perspective. European Journal of Developmental Psychology, 1-21.
Galanaki, E. P. (2013). Solitude in children and adolescents: A review of the research literature. Psychology and Education–An Interdisciplinary Journal, 50(3-4), 79-88.
Goossens, L., & Marcoen, A. (1999). Adolescent loneliness, self-reflection, and identity: From individual differences to developmental processes. In K. J. Rotenberg, & S. Hymel (Eds.), Loneliness in childhood and adolescence (pp. 225-243). New York, NY: Cambridge University Press.
Marcoen, A., & Goossens, L. (1993). Loneliness, attitude towards loneliness and solitude: Age differences and developmental significance during adolescence. In S. Jackson, & H. Rondriguez-Tomé (Eds.), Adolescence and its social worlds (pp. 197-227). Hillsdale, NJ: Erlbaum.
Nguyen, T. T., Konu, D., & Forbes, S. (2023). Investigating solitude as a tool for downregulation of daily arousal using ecological momentary assessments. Journal of Personality. https://doi.org/10.1111/jopy.12939
Larson, R.W., & Csikszentmihalyi, M. (1978). Experiential correlates of time alone in adolescence. Journal of Personality, 46, 677-693.
Larson, R., & Richards, M. H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child development, 62(2), 284-300.
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