Stress and the Teenage Brain: How Chronic Stress Impairs Working Memory

By: Briana Barraza-Contreras

Introduction

Adolescence is often described as a difficult time, filled with academic expectations, social pressures, as well as navigating their emotional development. Teens are expected to excel academically and participate in extracurricular activities, all while navigating significant biological and emotional changes. Some levels of stress are normal, but chronic stress has become increasingly common in adolescence, a time when the brain is particularly vulnerable to certain stressors and its effects run deeper than mood swings or temporary burnout. This significant amount of stress can have negative, long-lasting effects on adolescents’ development and close relationships. Unlike adults, adolescents are in a critical period of brain plasticity, especially in regions responsible for decision-making, memory, and emotional regulation. This heightened plasticity allows for increased learning, but it also means that the brain is more impressionable, making it more vulnerable to negative experiences, such as chronic stress. Stressors, such as trauma or anxiety, can have long-lasting impacts that deeply shape long-term brain structure and function (Perica & Luna, 2023). One of the most vulnerable brain functions affected by chronic stress is working memory—the mental system responsible for temporarily holding and manipulating information. Working memory is essential for everyday academic tasks like solving math problems, following multi-step directions, and reading comprehension. However, its impact extends to adolescents’ social lives, where remembering details during conversations or coordinating plans is essential. When their working memory wavers, teens often feel overwhelmed, which can lower their motivation and harm their self-esteem, affecting both their academic success and social well-being.

The Adolescent Brain and Stress

During adolescence, the brain, especially the prefrontal cortex (PFC), which handles decision-making, memory, and impulse control, is still developing. Numerous impacts of stress undergo significant changes over time, show long-lasting consequences, or alter the course of developmental trajectories that impact cellular interactions and associated cognitive processes due to the PFC’s growth (Macht & Reagan, 2018). Moreover, teens' brains are more neuroplastic than adults’, meaning they are more open to change but also more vulnerable to damage. The impact of stress on learning, memory, and emotional regulation is greater during this period of their lives than at any other time besides infancy.

Additionally, adolescence is marked by heightened emotional reactivity and evolving social cognition (McCormick et al., 2015). Teens are especially sensitive to peer rejection and performance-based evaluation, and often seek peer approval—common sources of modern adolescent stress. Without effective coping mechanisms or external support, this can increase the negative effects on brain development. When these pressures become chronic, they can exacerbate the emotional intensity already wired into the adolescent experience, leading to overactivation of stress-response systems, like the hypothalamic-pituitary-adrenal (HPA) axis (Tsai et al., 2021). Over time, this overactivation can result in dysregulated cortisol patterns, contributing to mood instability, impaired concentration, and disrupted sleep, all of which negatively affect brain development and cognitive function (Tsai et al., 2021).

Working Memory and Cognitive Function

Working memory is a core part of our cognitive system, responsible for holding and manipulating information over short periods of time. It is vital for learning, problem-solving, reading comprehension, and following instructions—all essential skills in academic settings (Almarzouki, 2024). The prefrontal cortex, which is still developing during adolescence, plays a central role in working memory. 

When chronic stress disrupts this brain region, it can impair a teen’s ability to concentrate, retain new information, and complete complex tasks. These disruptions can lead to struggles in school and social situations, often misinterpreted as laziness or disinterest, when in fact, they are signs of an overwhelmed brain. Teens may have difficulty following instructions, keeping track of assignments, or participating in group discussions. Moreover, a decrease in working memory can affect emotional regulation, making it harder for teens to control impulsive behaviors or manage frustration (Perica & Luna, 2023). This can potentially strain relationships with peers, teachers, and family members, causing adolescents to feel misunderstood or left out, which may contribute to emotional withdrawal or social isolation. To prevent this, cognitive strategies such as chunking, rehearsal, and the use of visual aids can help adolescents retain information more effectively. With targeted support from family and teachers, and other caring adults or peers, it is possible to stop the cycle of chronic stress and help teens develop their ability to learn and thrive in and outside the classroom.

Conclusion 

Chronic stress has a lasting impact on the developing adolescent brain. It impairs working memory and facilitates academic struggles, emotional dysregulation, and long-term mental health challenges. When working memory is compromised, teens are not just forgetful or distracted. They are experiencing cognitive breakdowns that interfere with learning, socialization, and daily functioning. These are not temporary setbacks—they can reflect into adulthood if left untreated. Raising awareness about the biological and psychological effects of stress ensures that communities take action. Educators, mental health professionals, and caregivers must recognize the signs of cognitive overload and understand its neurological basis, and actively intervene by providing strategies and resources that support adolescents’ cognitive and emotional well-being. Schools can provide mental health education, incorporate brain breaks into classroom routines, and offer accessible counseling. Additionally, families can encourage open communication, model healthy coping strategies, and allow space for emotional processing. Ultimately, acknowledging the brain’s heightened plasticity during adolescence strengthens our understanding of how stress reshapes the adolescent brain, and we gain the insight and responsibility to build environments that support young minds.

References

Almarzouki, A. F. (2024). Stress, working memory, and academic performance: a neuroscience perspective. Stress, 27(1). https://doi.org/10.1080/10253890.2024.2364333 

Macht, V. A., & Reagan, L. P. (2018). Chronic stress from adolescence to aging in the prefrontal cortex: A neuroimmune perspective. Frontiers in Neuroendocrinology, 49, 31–42. https://doi.org/10.1016/j.yfrne.2017.12.001 

McCormick, C. M., Hodges, T. E., & Simone, J. J. (2015). Peer pressures: Social instability stress in adolescence and social deficits in adulthood in a rodent model. Developmental Cognitive Neuroscience, 11, 2–11. https://doi.org/10.1016/j.dcn.2014.04.002 

Perica, M. I., & Luna, B. (2023). Impact of stress on excitatory and inhibitory markers of adolescent cognitive critical period plasticity. Neuroscience & Biobehavioral Reviews, 153, 105378. https://doi.org/10.1016/j.neubiorev.2023.105378 

Tsai, N., Mukhopadhyay, S., & Quas, J. A. (2021). Stress and working memory in children and adolescents: Insights from a multisystem approach. Journal of Experimental Child Psychology, 209, 105176. https://doi.org/10.1016/j.jecp.2021.105176