Adolescence: A Stage of Growth and Change – Case-based Questions with Answers
Class 7
Science — Chapter 6: Adolescence: A Stage of Growth and Change
20 NCERT-aligned case-based questions with model answers for CBSE Class 7 revision.
CBSE Board Examination
Focus: understanding puberty, reproductive health, emotional development and healthy habits in adolescents.
Case-Based Questions & Model Answers
Case 1 — An eleven‑year‑old girl notices breast tenderness and small lumps under the nipples.
Q: What stage is she likely entering and what should she be told?
A: She is likely entering early stages of puberty (breast budding). Explain that this is normal, part of development due to hormones, advise gentle breast care, reassure about variations in timing, and suggest she speak to a parent or school nurse for guidance.
Case 2 — A boy aged 13 complains his voice is cracking during class and he feels embarrassed.
Q: Explain the reason and how he can manage embarrassment.
A: Voice cracking is due to growth of the larynx and vocal cords (voice change). Reassure him it's temporary and normal; encourage humour, patience, and practice speaking slowly. Teachers can normalize this by discussing puberty in class to reduce embarrassment.
Case 3 — A student reports heavy and painful periods affecting attendance.
Q: What advice and steps should the school provide?
A: Suggest medical evaluation for dysmenorrhea; provide rest area, permission for absence when needed, advice on pain relief (warmth, OTC analgesics under supervision), menstrual hygiene support and counsel on tracking cycles. Inform parents and refer to a doctor if severe.
Case 4 — Two friends tease a girl about acne, making her avoid school.
Q: How should this situation be handled?
A: Address bullying immediately — counsel the perpetrators, support the girl with empathy, offer basic skin care advice, involve parents, and if needed arrange for counselling. Educate class about normalcy of acne to reduce stigma.
Case 5 — During a health class, students ask if periods are a disease because of myths they heard.
Q: How should the teacher respond?
A: Provide clear scientific explanation: menstruation is a normal physiological process. Correct myths respectfully, give hygiene guidance, encourage questions, and advise students to consult trusted adults for concerns.
Case 6 — A boy is offered tobacco by senior students and is unsure how to refuse.
Q: What refusal strategies can be taught?
A: Teach assertive refusal: say 'No' firmly, give a reason (health, rules), suggest an alternative activity, or walk away. Role‑play scenarios in class and empower bystanders to support refusal.
Case 7 — A student uses social media and compares self unfavourably to influencers, feeling low.
Q: What guidance should be offered?
A: Discuss that social media often shows curated images; encourage digital literacy, limit screen time, follow positive accounts, focus on real-life relationships and hobbies, and speak to a counsellor if feelings persist.
Case 8 — A girl forgets to change her sanitary pad at school and feels uncomfortable.
Q: How should the school ensure students have access to menstrual hygiene?
A: Provide private, clean toilets with water, disposal bins, emergency sanitary supplies in nurse's office, and allow students to leave class if needed. Educate staff to be sensitive and maintain confidentiality.
Case 9 — A student experiences sudden mood swings and poor sleep affecting studies.
Q: What steps should teachers and parents take?
A: Talk privately to understand causes (stress, hormones, screen time), encourage healthy sleep hygiene, balanced diet, physical activity, and, if symptoms persist, seek counselling or medical evaluation for mental health support.
Case 10 — A student is embarrassed to ask questions about reproductive health in class.
Q: Suggest ways to allow anonymous questions and ensure accurate answers.
A: Use anonymous question boxes, online forms or sealed question envelopes. Provide factual, age‑appropriate answers in class or private sessions. Offer one‑to‑one counselling for sensitive queries.
Case 11 — A child experiences early signs of puberty while most peers have not.
Q: How can parents and teachers support this child socially and emotionally?
A: Provide reassurance that timing varies, discuss bodily changes, prepare for peer reactions, foster self‑confidence, and, if concerns exist, seek medical advice to rule out health causes. Encourage inclusive peer education to prevent teasing.
Case 12 — A student consumes energy drinks and reports jitteriness and disturbed sleep.
Q: What advice and school policies are appropriate?
A: Educate about caffeine effects, promote water and healthy snacks, restrict sale of energy drinks on campus, and encourage parents to monitor intake. Teach time management and healthy sleep practices.
Case 13 — A student with a disability reaches puberty and requires assistance with hygiene.
Q: How should schools ensure inclusive support?
A: Provide accessible facilities, private assistance when needed, train staff in sensitive support, involve caregivers in care plans, and ensure dignity and privacy in menstrual/ personal hygiene management.
Case 14 — Students report a rumour that certain foods cause delayed puberty.
Q: How should this be addressed?
A: Correct misinformation with scientific facts about nutrition's role, emphasise balanced diet, dispel myths, and provide resources/handouts on healthy eating for growth.
Case 15 — A student shows signs of depression after family stress and withdraws from peers.
Q: What immediate and follow‑up actions are needed?
A: Ensure student safety, speak privately with empathy, inform counsellor and parents, arrange supportive counselling, monitor academic load, and consider referral to mental health services for ongoing care.
Case 16 — During PE, a girl avoids exercise due to fear of heavy periods.
Q: How can PE teachers accommodate and encourage participation?
A: Allow flexible participation, provide private changing space, normalise attendance, teach menstrual management techniques for activity, and reassure that most can exercise safely during periods.
Case 17 — A student questions gender stereotypes after seeing them in textbooks.
Q: How can educators use this as a learning opportunity?
A: Facilitate classroom discussion on stereotypes, introduce diverse role models, encourage critical thinking, assign projects highlighting contributions across genders, and promote respect and equality.
Case 18 — A boy reports dizziness after skipping meals to lose weight.
Q: What concerns does this raise and how should it be addressed?
A: Raises concern for disordered eating and nutritional deficiency. Address sensitively, involve parents, provide nutritional counselling, monitor health, and refer to medical professionals if needed. Promote healthy body image education.
Case 19 — Students ask about safe ways to seek help if they face abuse.
Q: What information and protocols should schools provide?
A: Provide clear reporting procedures, identify trusted staff, maintain confidentiality, inform about helplines and local services, and ensure mandatory reporting policies are followed to protect students' safety.
Case 20 — A classmate notices a friend frequently feels anxious before exams and skips meals.
Q: How can peers support each other and when should adults intervene?
A: Peers can offer listening, encourage healthy study habits, suggest breaks and relaxation techniques, and accompany friend to talk to a teacher or counsellor. Adults should intervene if symptoms persist, worsen, affect health or safety — provide support and professional referral.