2.1 Explore across generations aspects of young people’s lives that make them similar and different to the young people of previous generations

1. Developmental stages

In Australia, young people are commonly defined as those aged 15–24 years. This is a major transition period from late secondary school into early adulthood. It often includes finishing school, moving into further education or training, starting work, and becoming more independent.

In 2022, there were about 3.2 million Australians aged 15–24 years, which was around 12% of the population. In some contexts, the term is widened to include early adolescence (around 12–14 years), because early teenagers can face similar pressures and challenges to older youth.

When we compare experiences across generations, we often use broad generational cohorts. These groupings (even though the exact dates can vary) help explain how the same developmental stage can feel different depending on the time and place a person grows up.

Example: A Baby Boomer teenager and a Generation Z teenager both go through puberty and identity formation. However, one experienced this with limited media and mostly face-to-face social life, while the other manages a digital footprint, constant connectivity, and online social comparison.

1.1 Adolescence as a shared developmental bridge

Adolescence is the transition from childhood to adulthood, typically linked to the teenage years. For generational comparisons, the key idea is that the main developmental tasks stay similar, even when the environment changes.

Biological changes occur across all generations, including puberty and rapid physical development:

• In females, common changes include breast development, the onset of menstruation, and changes in body composition.
• In males, common changes include voice deepening, increased facial and body hair, and increases in muscle mass.

Cognitive and psychosocial development also shows strong continuity across time. The adolescent brain is still developing, especially areas involved in planning, decision-making and impulse control. This helps explain patterns seen in every generation, such as increased risk-taking in some situations, stronger emotions in some contexts, and a strong drive for peer acceptance.

Example: Wanting more independence from parents is common across generations, whether it is negotiating a curfew in the 1970s or negotiating screen-time limits and online privacy settings today.

1.2 How the transition to adulthood has changed over time

Even though adolescence is broadly shared, what changes across generations is the timing and structure of key transitions into adulthood.

Earlier generations often took on adult responsibilities sooner. In mid-20th century Australia, many teenagers left school at 15 or 16 and moved into full-time work or apprenticeships. By the 1970s, school retention increased (around 75% stayed to complete Year 12). Today, completing secondary education is widely expected, with education or training required until at least age 17 in most jurisdictions.

The pathway into adult roles has also shifted. Milestones such as stable full-time work, moving out, marriage and starting a family are more commonly delayed. For example, the median age of first marriage rose from the early twenties in the 1970s to around 30 years today. This reflects longer education, more time needed to build a career, and the need for stronger financial preparation.

This creates an important similarity and difference at the same time. Young people still seek independence, identity and belonging, but they often do so over a longer period of supported transition. This can include living at home into the late teens or early twenties (or thirties!)

Example: A young person in the 1960s might have finished school, started work, and contributed financially to their household within a short period. It would be likely they would also be married and have children by their mid 20s. A young person today might combine part-time work with Year 12, university or TAFE, and rely on family support for longer. For many, they will delay marriage and starting a family until they feel they are financially ready.

2. Influence of family, peers, culture, technology and global events

Across generations, young people are shaped by the same broad influences. What changes is the form and intensity of these influences as society changes. These factors help explain why young people can be similar in developmental needs but different in daily experiences, opportunities, pressures, and risks.

2.1 Family

Family remains a major influence across generations because it shapes values, expectations, resources, and support. Over time, family structures have become more diverse (for example, single-parent and blended families). Many households also require or expect dual incomes, which can affect supervision, routines and independence.

Family can act as a protective factor when it provides stability, connection and clear support. For example, supportive family environments can reduce exposure to risks and strengthen decision-making, including health-related behaviours such as smoking. Family can also act as a risk factor when it normalises harmful behaviours, creates chronic stress, or exposes young people to unsafe relationships or violence.

Intergenerational family dynamics can both build understanding and create a perceived generation gap. Differences in attitudes towards youth culture, technology and independence can increase conflict. However, core values are often still strongly influenced by parents and carers.

Example: A family that regularly eats together and checks in about friendships and online behaviour can reduce risk and strengthen connectedness, even if the specific issues differ from earlier generations.

2.2 Peers

Peers become increasingly influential during adolescence in every generation. Peer relationships can provide belonging, help shape identity, and offer emotional support. They can also increase exposure to risky behaviour through peer pressure, social exclusion, or bullying.

A key generational difference is that peer influence now extends beyond school and local communities through online platforms and group messaging. This can strengthen connection, but it can also increase comparison, rumours, conflict, and the reach of bullying.

Peer support is still a major protective influence. In a national youth survey in 2023, more than 80% of respondents identified friendship as their most valuable source of support. Around 80% also identified friends as their main place to go for help with important health issues. This shows a clear continuity across generations: peers matter, but the modern context increases both the reach and the speed of influence.

Example: Friends encouraging training for a fun run can build motivation and self-efficacy. Friends encouraging risky driving or unsafe online trends can increase harm.

2.3 Culture

Culture influences young people’s identity, belonging, expectations, and values. This can include family culture, youth subcultures, school culture, and broader Australian culture.

Australia’s cultural context has changed significantly over time. Aboriginal and Torres Strait Islander Peoples have the oldest living cultures in the world, continuing across at least 60,000 years. Culture remains a central influence on identity and health for many young people. Australia is also highly culturally diverse, shaped by major policy and demographic shifts during the 20th century, including the move towards multiculturalism from the 1970s onward. These changes influence young people’s experiences of language, traditions, religion, celebrations, social norms, and belonging.

Youth culture also exists across generations. Young people often use music, fashion, sport, social groups and shared interests to show identity and group membership. What changes is which subcultures are visible, and how quickly they spread, which is often sped up today by social media.

Example: Using clothing, music and online communities to express identity is a consistent adolescent behaviour, but today those identity signals can be shared instantly and judged publicly.

2.4 Technology

Technology is one of the clearest differences across generations because it shapes communication, learning, entertainment, identity, and access to information.

Modern technology supports connection and learning through instant messaging, online learning tools, and access to health information. It can also support wellbeing management through fitness wearables and health apps, and it has created new career pathways linked to digital skills.

However, technology can also introduce or increase risks, especially when use is excessive or unsupervised. Concerns include fast access to inappropriate content, exposure to risky behaviour content, cyberbullying and cyber-safety issues, and increased sedentary time. Social media can also distort perceived social norms and contribute to insecurity, loneliness, stress and anxiety, particularly when young people compare themselves constantly or experience online harassment.

Example: A young person can access high-quality study resources and mental health information online within minutes. The same phone can also expose them to cyberbullying, harmful trends, and sleep disruption through late-night scrolling.

2.5 Global events

Every generation of young people is influenced by global events, but the speed and intensity of exposure has increased. Earlier generations often learned about major events through radio, newspapers, and delayed updates. Today, young people can receive live footage, commentary, and peer reactions in real time.

Global events can influence young people in several ways, including:

• increasing awareness and motivating activism around issues such as climate change and social justice
• shaping political engagement and civic identity
• contributing to shifts in social values around diversity and inclusion
• affecting mental health, particularly when events involve crisis, violence, uncertainty or prolonged disruption
• changing education and work patterns, such as the expansion of remote learning during COVID-19

Recent examples that have felt close to home for many young people include the COVID-19 pandemic, major international conflicts, and large-scale social movements that spread rapidly through digital media.

Example: Two generations may both experience global uncertainty, but a young person today is more likely to repeatedly encounter graphic footage, constant updates, and online debate. This can increase stress, while also creating opportunities for informed advocacy and collective action.