Between twelve and nineteen is a period in a teenager's life that determines what kind of adult they will become. This period of adolescence, also known as the "formative years," is the subject of numerous studies and research to determine why adolescents are vulnerable to the phenomenon called peer pressure. The alarming number of incidents of drug use, pregnancy and suicide among teenagers is certainly the reason that fuels the need for such research. Maybe it's because as children they are taught the importance of having and keeping friends. Or perhaps they don't feel they can talk to their parents or teachers when problems arise. Or perhaps they simply want to rebel against the pressures placed on them when they were young. As adolescents spend their time at home or at school, it is within these boundaries that the answers to their behavior are found. In other words, family and school can sometimes cause adolescents to give in to peer pressure due to overemphasis on the importance of social adjustment, lack of interest or communication from parents and teachers, and of the unrealistic expectations that these entities have. create. While the purpose of school is to receive an education, it also provides children with a means through which they can develop relationships with other children that eventually develop into friendships. The ability to form friendships can be traced back as early as the preschool years and its importance thereafter is emphasized by eager parents who want their children to adapt to school. “Interactions with friends or other peers are crucial to the development of a mature morality.” (Juvonen, p.11) Most would agree that social interaction is important, but parents are sometimes guilty of overemphasizing this importance. We remember the numerous birthday parties that all the children in the neighborhood were invited to attend regardless of whether they were true friends or not. This desire to socialize children also manifests itself in the classroom at school. “The school environment represents not only an educational arena but a powerful social context in which the psychological adjustment of children and adolescents can be influenced.” (Juvonen, p.248) Teachers tend to promote social interaction by assigning exercises that require working in pairs or groups. Furthermore, when a teacher sees a child playing alone, he or she will encourage the child to join the other children overlooking the possibility that the child would have preferred to be alone..