Schools where GLB youth had opportunities to socialize reported increased belonging in their school and in their larger community . Engaging in peer education and interventions led to increased levels of safety for LGBTQ youth 28, 33, 102. Hall and others showed how a student-led community art gallery was effective to create a space for discussion on gender issues and act towards supporting LGBTQ youth. As such, the impact of GSAs on LGBTQ youth safety and school climate may vary widely across schools and geographic context. In schools with high levels of victimization, the benefits of GSA-related social justice involvement and presence dissipated 111, 112.
- Schools implementing these groups have reported noticeable improvements in student motivation and engagement, ultimately leading to better academic outcomes.
- Furthermore, several articles departing from different perspectives on identity development suggest that entering a dialogue with adolescents and discussing the importance and implications of what they learned in school for their personal development may help adolescents to connect what is taught in school to their out-of-school daily lives (Black et al. 2010; Brickhouse et al. 2000; Flum and Kaplan 2006; Mittendorff et al. 2008).
- GSAs provide accountability, support, community, increased academic success, and decreased feelings of isolation by connecting youth with other LGBTQ community members, events, and resources.
- However, research on parental involvement showed that both adolescents and parents perceived mothers to be more involved in homework/schoolwork and school functions than fathers (Paulson and Sputa, 1996).
Caregiver support inconsistent in buffering negative outcomes
What is one thing you wish the community knew about youth who access YESS? She has demonstrated an effort to continue attending school while also incorporating her cultural and religious principles. I have personally seen this with one of the youth accessing YESS.
2 Members of the Student Support Group for students in youth justice
So, in any case there is a potential not to damage the “inner power” of children and youth by adultism (Flasher, 1978) so that they can express themselves their “power for” what they are longing for. As this chapter has illustrated, participation is not a one-size-fits-all concept but a multifaceted process that adapts to specific cultural, political, and social environments. If your initiatives are pedagogically sound and legally defensible, you can argue that your actions were justified within the framework of child-centred education. In some social contexts, it might be more effective not to seek permission in advance but to act in accordance with the law and, when necessary, explain your actions retrospectively. Networking with other initiatives that align with your vision will also provide opportunities to exchange ideas, strategies, and support, allowing your efforts to align in the same direction. Participants documented their experiences through video and voice recordings and shared their findings about local foods and cultures on social media.
They have been selected by educators for educators, based on an assessment of current trends in education and frequent unmet needs in preparation programs. Therefore, Reaching Teens offers a streamlined experience specific to your role as a school-based professional. It offers a path for professionals to develop and enhance skills that make a real difference in the lives of our students in the years to come. Now more than ever, educators understand that to create environments that are conducive to all students achieving college or career readiness, they must be prepared to meet the holistic needs of their students. It is our humanity, our imperfections, our strengths, and our connections that matter and offer the most to the students whom we serve.
Teams need to be more collaborative in nature, with gambling an emphasis on shared data and expertise and fundamental progress-monitoring assessments. Other basic metrics also readily available to districts include course grades and office disciplinary referrals (ODRs); indeed, attendance, grades, and ODRs are often used in statistical models to predict later school dropout (Balfanz and Byrnes, 2019). School attendance data may be recorded manually by staff and/or electronically via software programs and mobile apps.
