West Windsor–Plainsboro hosts Parent University webinar on helping teens navigate social challenges

The West Windsor–Plainsboro Regional School District on a district-hosted Parent University webinar presented practical guidance for parents on recognizing and responding to teen social challenges.

Jessica Smedley, the district’s director of counseling, opened the session, explained that the webinar was being recorded and would be posted to the district’s YouTube channel, and introduced a team of Rutgers UBHC clinicians leading the presentation.

Rutgers clinician Natalia framed the issue by saying teens are facing rising rates of depression and anxiety and face intensified body-image pressure from social media. She summarized research in the presentation by saying, “over 60 percent of teens report feeling socially disconnected,” and stressed that a strong sense of belonging is a key protective factor for mental health.

Natalia walked parents through common warning signs that a teen may be struggling socially — persistent avoidance of social events, eating alone at school, notable mood changes after social interaction, somatic complaints before social activities, and declines in academic performance or participation in group work. She urged early intervention when these patterns last more than a few weeks.

The clinicians devoted a section to neurodivergent teens (including those with autism spectrum disorder, ADHD, and executive-function differences). Natalia noted that many neurodivergent students mask their differences to fit in, which can be mentally exhausting, and recommended focusing on creating opportunities that match a young person’s preferred social style and teaching explicit social skills in supportive settings.

Helene, another Rutgers clinician, explained how group dynamics and peer pressure shape adolescents’ decisions, noting that peer influence can produce both prosocial behavior and increased risk-taking (for example, reckless driving or substance use). She described behavioral cues of peer pressure — secrecy, new possessions, sudden shifts in friendships, and declines in school performance — and advised parents to prioritize open, nonjudgmental conversations rather than punishment.

On resilience-building, Helene recommended parents validate emotions, model calm behavior, encourage gradual social exposure, and promote a growth mindset. She summarized practical building blocks for resilience as confidence, competence, connection, character, contribution, coping, and control.

Panelists closed with a slide listing community agencies and social-skills groups (attendees were asked to call agencies directly for up-to-date information). During a short Q&A, clinicians answered questions about how to approach difficult family conversations, how pets can affect teen behavior (pets can offer emotional support but may also introduce family-care conflicts), and best-practice conflict-resolution skills such as active listening, validating feelings, identifying the real issue, and compromising when appropriate.

Smedley closed the webinar by thanking participants and noting the panel would remain available for follow-up questions submitted privately through the Q&A tool. The session recording and transcription will be posted on the district’s YouTube channel.