After all, children are multi-dimensional “whole” beings whose development is complex and rich. Such a narrow focus gives short shrift to the ways that children need to grow and learn in their relationships, identity, emotional understanding, and overall well-being. While those subjects are fundamental, learning involves far more than merely acquiring inert knowledge in algebra or chemistry. Defining vulnerability as a product of specific social and historical relations, the authors interrogate narrow binary categories that assign risk to specific groups and demonstrate the potential of ‘vulnerability’ for cultivating agency. The authors further highlight the importance of youth agency in the face of policy and programmatic interventions by showing how young people can refuse to adapt into neoliberal governmentality and imagine different futures for themselves. Highlighting the limits of empathy as a basis for re-engagement initiatives, Dadvand further argues that a focus on building affective solidarity can provide a politicised impetus for change by interrogating narrow frameworks of recognition and help build solidarity with ‘the other’ to whom our relationships remain incomplete.
The higher the number of safe adults that were identified at school, the greater the school engagement for LGBTQ youth. The seven systems that were constructed from the review indicated that they impact LGBTQ youth and their experiences in school. Organized through the Ecological Systems Theory, social support can be defined as support that is provided across various systems related to LGBTQ youth.
Supporting LGBTQ youth through the curricular education system
However, a mixed-methods study among 1138 American adolescents by Gilmartin et al. (2007) in which perspectives on identity are combined too suggests that adolescents only position people who are real experts in their eyes as role models. Hence, https://www.thenationalcouncil.org/event/southeast-ccbhc-learning-community/ the learning experiences provided by this program appeared to enable adolescents to try out roles and activities that were closely related to their already present self-understandings so that they could explore what it actually entails to be a specific type of STEM person. For example, Adams et al. (2014) examined a multi-year out-of-school STEM program for adolescents with a general interest in STEM. As is shown in Table 8 in Appendix B (Online Supplement), among these articles, two theoretical, three mixed-methods, and 11 ethnographic studies can be found.
Family involvement
- Consultants also agreed that future research is needed to examine evaluation tools used by schools to determine how students with ESN are included in SWPBIS evaluation and data systems.
- Schools, then, can be thought of as youths’ second home, particularly concerning for LGBTQ youth due to the lack of safety in their school environment.
- Instruction helps students grow in their understanding when it builds on students’ prior experience and scaffolds learning by meeting them where they’re at.
- In our analysis of the literature, we identified 37 articles that regarded educational processes through which schools and teachers may intentionally foster adolescents’ identity development.
In a project to develop all-day schools in Germany (based on the Index for Inclusion; Booth & Ainscow, 2011), many adults initially doubted the capacity of younger children to participate in school development. Instead, education should emphasise community-driven, place-based learning, moving away from the idealised notions of “development” and urban consumer culture (Norberg-Hodge, 2019). In education, this unlearning involves decolonising schools and moving away from serving the needs of corporations that position today’s children as future workers (Black, 2010).
Mental health support teams – progress to date
Taken together, these good practices illustrate how meaningful youth engagement can be fostered in diverse education settings, while recognizing that approaches must remain context-specific and responsive to local realities. Meaningful youth engagement is a shared responsibility that depends on supportive adults and institutions. Structured platforms and learning spaces are enabling young people to contribute to education discussions, consultations and policy review processes. Meaningful youth engagement includes opportunities to participate in dialogue and decision-making processes that shape education priorities. Across different contexts, young people are engaging with issues such as climate change, environmental resilience and health through peer learning, community activities and locally relevant projects. Education for Sustainable Development (ESD) provides meaningful entry points for youth engagement by connecting learning with real-world challenges.
Economic pull factors also contribute to premature student departure from school prior to graduation (McDermott et al., 2018). This applies particularly to training requirements and staff development as well as to specialized positions needed to support such a framework, such as program coordinators (Robinson et al., 2013). Full-scale or formal implementation of a MTSS framework may be too costly, cumbersome, and labor-intensive for rural schools with limited resources (Yell, 2018).