When it comes to education, young people, Aikido and adolescence, everyone seems to be an expert. It is easy to tell others -especially the young ones- what they should do and who they should become. Much harder is remembering what we were like ourselves. Stepping into someone else’s shoes is far less comfortable than trying to direct or correct them.
Adolescence is an intense, often turbulent phase. It is a time of identity formation, of seeking autonomy while also experiencing a deep need for belonging. Emotions, the body, and relationships change rapidly, challenging young people, parents, and educators alike. There is no need to explain competition to adolescents: they live it every day, in relationships, among peers, and in their interactions with adults. It is a time full of tension, where the need for self-assertion intertwines with the desire to be accepted.
In such a complex context, it is not surprising that communication difficulties and impulsive behaviors emerge. For this reason, educational environments that integrate body and relationship can offer particularly effective support. Among these, Aikido stands out for its focus on listening, connection, and the transformation of conflict.
Research suggests that structured and social activities, such as Martial Arts, can positively influence young people’s psychosocial development, especially when embedded in coherent educational settings. A widely cited review by Vertonghen and Theeboom (2010) highlights how practice can foster self-control, respect for rules, and social skills, often even before technical abilities. However, one key point must be emphasized: it is not the discipline itself that educates, but the way it is taught.
In our Dojo, many adolescents come from children’s classes and continue a path they have already begun. Others approach Aikido with no prior experience. In most cases, families make a conscious choice: they look for a healthy environment that supports their kids’ growth not only physically, but also as individuals. In doing so, they implicitly seek to nurture core competencies such as self-esteem, focus, respect, and responsibility.
Yet the young person remains at the center. Something must happen within them. For this to occur, they need to feel involved, recognized, and heard. Young people are highly sensitive to perceiving their own improvement; they need to see, in concrete terms, that they are growing. This places a responsibility on instructors to design clear learning paths, where progress is visible and meaningful.
In situations of vulnerability, several studies show that practice can improve emotional regulation and the ability to cope with stress, often alongside a reduction in problematic behaviors. At the same time, the literature calls for caution: results are not always consistent. For instance, a study specifically on Aikido by Delva-Tauiliili (1995) found no significant changes after short interventions, suggesting that benefits emerge primarily through sustained and structured practice.
One of the most interesting aspects of Aikido is its work on nonverbal communication. Practice often takes place in pairs, through regulated physical contact within shared rules. This creates a concrete relational space, allowing for balanced interaction between boys and girls -something that is far from guaranteed in today’s contexts. Studies on interpersonal coordination, such as McGrane and Issartel (2017), show how practices like Aikido develop mutual adaptation and attunement, enhancing attention, impulse control, and relational quality.
Certain distinctive elements make Aikido particularly suitable for those who struggle in traditional sports environments. The absence of direct competition, the emphasis on individual progress, and the reduced importance of physical strength allow many young people to find a space where they can feel valued. The Dojo becomes a true social laboratory, where the group is experienced not as a pack, but as a place of cooperation. Its simple rituals -uniform, bowing, shared rules, etiquette- provide a structure that supports and guides.
Within this environment, adolescents can have a fundamental experience: discovering that their way of dealing with conflict can change. That there is more than just the choice between passive submission and impulsive reaction -that situations can be transformed.
What emerges most clearly over time is a deep need: young people seek presence, consistency, and credible role models. Technical teaching matters, but it is not enough. What is equally essential is an adult capable of guiding, accompanying, and embodying what they teach.
It is in this meeting between the quality of practice and the quality of relationship that Aikido becomes truly meaningful. Not a shortcut, but a demanding path -one that offers concrete tools for growth, in relationships and in adult life.