Youth

Adolescent sexual and dating violence (SDV) is a worldwide problem. Although male adolescents in vocational education or youth care may be at increased risk of perpetrating SDV, little is known about effective gender-specific prevention. Therefore, we conducted a quasi-experimental evaluation of a Dutch group counseling program promoting psychosexual health and preventing SDV among male adolescents aged 12–18 years: Make a Move. The 66 participating male adolescents completed three questionnaires (baseline, post-test, 3-month follow-up; 48.5% retention). We also conducted interviews with a subsample of four adolescents and two program trainers and performed observations in one group. With these multi-method, multi-informant data, we evaluated program effectiveness on the six intended outcomes (attitudes, social norms, self-efficacy, skills, intentions, and SDV perpetration) by (1) statistically comparing self-reports between the intervention and control groups; (2) thematically analyzing interview data; and (3) describing three individual male adolescent cases, triangulating questionnaire, interview, and observation data. We found limitations in program integrity, evidence for program effectiveness on skills, and mixed evidence for effects on attitudes, but no evidence for effects on socials norms, self-efficacy, or SDV perpetration. Yet our interviews indicated perceived effectiveness on self-efficacy and intentions. We also found indications of adverse effects on attitudes and intentions. We offer suggestions for program refinement and future program evaluations. Full article

This paper proposes the application of Yosso’s Community Cultural Wealth (CCW) framework, rooted in the critical race theory (CRT), as a transformative lens for sport-based youth development (SBYD) research. Moving beyond traditional deficit-based models, which often depict youth as problematic or at-risk, CCW emphasizes recognizing and building upon the cultural strengths and assets of marginalized youth. We begin by reviewing the development of theoretical applications within the youth development, positive youth development (PYD), and SBYD literature to highlight the criticisms against conventional deficit-focused approaches. CCW offers an asset-oriented lens by offering six forms of capital—aspirational, linguistic, familial, social, navigational, and resistant—that are typically overlooked in mainstream frameworks. We illustrate how these forms of capital can reposition SBYD programs as spaces for cultivating resilience, identity, and social justice while addressing systemic inequities. By incorporating CCW with participatory research methods and critical theories, such as intersectionality and CRT, researchers can broaden the theoretical and methodological scope of SBYD. This paper concludes by suggesting practical implications for program design, organizational advocacy, and policy development, advocating for culturally responsive, community-led initiatives that prioritize the active engagement and empowerment of marginalized youth. In sum, CCW provides the “why” for critical SBYD research and practice. Full article

Objectives: The United States has been greatly impacted by the opioid overdose epidemic, and fentanyl has largely contributed to the rise in overdose deaths in the past decade. We have analyzed trends in fentanyl-related mortality amongst adolescents and young adults (AYAs) to further describe emerging trends by ethnicity, gender, and age. Methods: We used mortality data from the U.S. Centers for Disease Control and Prevention Wide-Ranging Online Data for Epidemiologic Research (WONDER) Multiple Cause of Death file from 2009 to 2022. Drug overdose mortalities were identified using International Classification of Diseases, Tenth Revision (ICD-10) codes. Joinpoint regression was used to examine mortality rates involving fentanyl by ethnicity (Hispanic and non-Hispanic), gender, and age category. Results: The Average Annual Percent Change (AAPC) for fentanyl-involved mortality increased for all adolescents and young adults within the United States from 2009 to 2022. The greatest AAPCs for fentanyl-related mortalities occurred amongst, Hispanic AYAs, Male AYAs, and 13–18-year-olds. Conclusions: Significant increases in fentanyl-related mortalities have occurred in AYAs from 2009 to 2022. Disparities by ethnicity and emerging trends in gender and age category highlight the need for targeted approaches to help aid in reducing fentanyl-involved mortality amongst AYAs. There is an urgent need for harm reduction and public health efforts to address this escalating crisis. Full article

Youth workers across the United Kingdom utilise varied terminology when referring to the professional practice of youth work, in both formal and informal spaces. A lack of formal approaches to terminology across the youth work sector is having a detrimental impact on the way in which youth work is both taught and perceived by stakeholders outside of the sector. Consequently, this article strives to build upon previous research exploring professional maturity in youth work, focusing on the role that informal language and terminology, standardised or not, might play in the formal training and development of youth work practitioners. This is achieved within the context of professionalism in youth work, wherein consideration is given to youth work in bottom-up (social change movements) and top-down (university accreditation and government recognition) approaches. Full article

This research investigates youth participation in climate change politics and policymaking in South Africa, responding to a notable lack of Global South-facing studies in the literature on youth climate activism. Guided by our lead author’s substantial engagement in South Africa’s youth climate movement from 2014–2024 and drawing upon semi-structured interviews with 12 young climate activists, we offer rich insights into young South Africans’ motivations to participate in climate politics and policymaking. We then draw upon these insights to offer a series of provocations for climate change education. On investigating why youth participate, we find that although they report similar intrinsic and extrinsic motivations for participation to their Global North counterparts, South African youth climate activists place far greater emphasis on situated awareness and lived experience. We further improve the understanding of how young people perceive meaningful participation and climate (in)justices and how this shapes and is shaped by their activism. We therefore emphasise the value of incorporating both local case studies and affective elements in climate change pedagogies to encourage participation in collective climate action. Ultimately, we call for an enhanced recognition and inclusion of youth as active contributors to, and educators within, climate change governance and for the reconceptualization of youth climate activism, and policy engagement as key sites of transformative learning. Full article

Outdoor education camps offer adventure programs to schools that deliver camp-based activities that challenge students in various ways. These camps provide students with an opportunity to learn in a natural environment, interact with their peers outside of the classroom, and participate in activities that challenge them both physically and mentally. Youth Adventure Camps also espouse a Christian ethos, Christian values, and spirituality, which are also key focuses. Prior research into outdoor education camps has examined the social, emotional, and physical benefits for students. In this study, data were collected through semi-structured interviews with five (n = 5) Christian Youth Adventure Camp (CYAC) staff to better understand their experiences and perceptions of their induction, ongoing training, strategies, and pedagogical approaches used to deliver the CYAC camp programs. Targeted observations of camp staff (N = 5) in action were also used to identify the intentional pedagogies they used to embed CYAC’s philosophy within their camp programs. This paper is part of a larger study, and its findings are focused on the perspectives of the camp leaders for two key reasons: First, we wanted to examine the intentional pedagogies of camp leaders, particularly those who were not qualified teachers; and second, our aim was to examine how these camp leaders included the values-based THRIVE philosophy in their day-to-day practice. Our findings show that, despite not being university-qualified educators, camp staff consistently employed intentional pedagogies that were effective in engaging students in opportunities to “thrive” in alignment with the philosophy underpinning their operations and to meet the goals of the school using their programs. Full article

Scholars have called for a better understanding of how sport might contribute to development efforts. Theoretical efforts that can support a critical examination of Sport for Development (SfD) practice have been scarce. In this article, the authors propose a new framework integrating the capabilities approach with critical pedagogy. The authors argue that the capabilities approach provides a framework for how people can be provided experiences through SfD activities. Integrating the principles of critical pedagogy supports SfD programs in celebrating local community strengths and incorporating existing assets into program design and delivery. The authors also provide a diagrammatic model that can support future inquiry into research and practice within SfD. Full article

Adolescence is a critical period for sociopolitical development, yet research has primarily focused on youth with explicit civic engagement, overlooking the role of community involvement in broader contexts. This mixed-methods study examines how adolescent community involvement—ranging from volunteering and advocacy to participation in sports, religious, and cultural activities—shapes sociopolitical control (SPC) in young adulthood. Using longitudinal quantitative survey data from 352 Canadian families, alongside qualitative interviews with 32 adult participants, we analyze how relationships with parents and peers mediate the link between community involvement and SPC. Regression analyses demonstrate that community involvement in high school predicts SPC at age 25, with parental support and positive peer relationships serving as significant mediators. Mediation analysis further reveals that relationships with mothers exert the strongest indirect effect on SPC, followed by relationships with fathers and peers. Qualitative findings highlight the mechanisms through which relational contexts foster or hinder SPC, illustrating that family values, peer norms, and early exposure to social issues shape long-term civic identity. These results underscore the importance of fostering relationally supportive environments that encourage diverse forms of adolescent community participation, contributing to both individual empowerment and broader democratic engagement. Full article

This study investigated the everyday civic practices of early adolescents (ages 10–12) and explored their civic and prosocial decisions. Researchers conducted focus groups and interviews with elementary students about scenarios involving classmates in need of assistance. Participants were asked which civic and prosocial action they might take (or not take) in each situation and what factors influenced their decision-making. Findings revealed that participants assessed each situation, considering factors such as their ability to help, personal costs associated with helping, and their relationship with the target of the assistance. Other factors included participants’ emerging sense of self-identity and their ability to adopt the perspectives of others. Overall, this study suggested that early adolescents do engage in thoughtful deliberation given their everyday contexts and experiences. Full article

Learn to Fly was developed between February 2022 and March 2023 with the goal of fostering greater social participation and intergenerational dialogue around the recognition and solution of pertinent social issues through the development of psychological flexibility and socioemotional competences in children at the start of their academic careers. Based on a participatory methodology and the concepts of the third generation of Cognitive Behavioral Therapies (CBTs) and ACT (Acceptance Commitment Therapy), the target audience included children of ages 5 and 6 (pre-school and first grade), their teachers, and their families. The Learn to Fly pilot initiative was implemented in eight partner institutions on the Portuguese mainland with the participation of 289 children, their families, and 22 educators. Learn to Fly was evaluated after 12 weeks of implementation using a combination of methodologies, including interviews, focus groups, and pre- and post-tests. Teachers emphasized that the initiative brought families closer to the school, thereby strengthening connections between the school and the community, when analyzing the impact of the project on the school community. Positive changes were observed in the children’s behaviors, particularly with respect to hyperactivity, relationship problems with colleagues, prosocial behavior, socioemotional skills, their perceptions of their participation in various scenarios (their city and country), and intergenerational dialogue with their parents. In addition to the teachers’ preconceived notions about child participation, they became more aware of the possibility of children having a say in decision-making and discovered that the program promoted this aspect. Presently equipped with resources, it is envisaged that teachers trained to implement Learn to Fly will play a significant role in promoting positive child development and social engagement. Full article

There is a substantial body of research that focuses on comprehensive relationships and sexuality education (CRSE). However, support for people with migrant and refugee backgrounds in Australia is often neglected. Reflections from schools and community educators from Sexual Health Victoria (SHV) suggest that focusing on respect and empathy can assist teachers to navigate sensitive topics in a culturally responsive way whilst still meeting government requirements for delivering CRSE. By applying the suggested approaches, the confidence and comfort of the whole school community can increase, leading to higher levels of sexual health and relationships literacy for all parties involved. Full article

School violence is a prevalent phenomenon across Southern African Development Community (SADC), affecting children’s psychosocial and mental well-being. As part of SADC’s educational goals, access to quality education is a priority and is beneficial for the region’s economic growth and development. This goal cannot be achieved without addressing school violence at its roots. Using Arksey and O’Malley’s five-step framework, this scoping review explored evidence of contextual factors that contribute to school violence in the region. Twenty-four articles were included, and six themes were identified: home contextual factors, parental factors, community risk factors, school contextual factors, sociability factors, and demographic and individual characteristics. The findings suggest that factors contributing to school violence were from the learners’ immediate environments, including exposure to violence at home and poor parental methods, interactions with teachers and lack of appropriate disciplinary methods and processes, disruptive ideas related to masculinity, lack of understanding and intolerance to demographic and individual differences, and exposure to violence, drugs, and alcohol at the community level. To address this phenomenon, a comprehensive approach is needed, which includes developing clear school policies, teacher training on managing disruptive behaviours and professionalism, mapping incidents of school violence, and interventions involving collaboration between schools, parents, and school social workers to curb school violence. Full article

While Sport for Development (SfD) scholars have deconstructed the interplay between global development discourse, policy, funding, practice, and local agency, SfD organizations in the Global North have yet to be deconstructed with the same intensity, rigor, and scope. In this paper, the complex, dynamic interplay among development discourse, policy, funding, practice, and local agency will be deconstructed as it relates to SfD provision in the United States. There will be a particular focus on SfD leadership structures that can unlock more sustainable, egalitarian development discourse and practices which promote and advance social justice. Full article

Digitalised relationships expand political participation and promote the inclusion of various social segments, especially young people, who stand out for their digital literacy. Youth digital activism ranges from participation in traditional social movements to influencer actions that combine marketing, advocacy, and identity expressions. This article analyses the repertoire of connective engagement adopted by young social media influencer-activists in Brazil and Portugal. Based on four cases and 87 posts on Instagram, we examined the connective forms that were anchored in affectivity, embodiment, self-image and other discursive and aesthetic strategies that promote engagement. Activists employing diverse languages adapted to algorithmic impositions debate “uncomfortable”, silenced or disruptive topics in an attractive and humorous way. In discursive-affective marks, they generate engagement in a sphere of everyday political sensibilities—infrapolitics. Such actions call for decentred boundaries of conventional political action in order to see the potential of young influencers’ digital activism actions. Full article

A substantial amount of the literature has examined the impact of participation in sport-based youth development programming and its global contribution to the lives of young people. In a similar vein, the outcomes of sport-based leadership programs are heavily influenced by the relationships and life skills acquired. One often overlooked demographic in this literature is incarcerated youth, a unique population who’s time spent in juvenile justice is fundamentally designed to prioritize rehabilitation and development. This paper sought to understand youths’ experiences in a sport-based leadership prison program with regards to content, relationship building, and transfer. This study included semi-structured interviews with three, currently incarcerated, adolescent black males, exploring their experiences as participants in their sport leadership program. Results included themes around the program meaning, relationship enhancers, and life skill learnings. Findings explore how sport-based prison programs may consider the importance of physical and psychological safety, relationship building, and life skill teachings as crucial components of a program that remain with participants well into their reintegration within society. Full article

Physical activity interventions and programming for Black American girls often overlook racism and sexism as a fundamental cause of the differences in engagement between their white and male peers. Deficit framing is a standard where Black girls are often compared to the health, physical activity, and beauty standards driven by white feminine or masculine norms, suggesting there is only one way to be fit and healthy. Approaches that lack cultural and historical relevance, including the effects of systemic racism and sexism, are seldom considered before aiming to increase physical activity engagement and favorable health outcomes for Black teenage girls. Aim: This paper presents a brief overview of physical activity programming for Black adolescent girls and young women (aged 14–18) and proposes theoretical frameworks and approaches to consider before implementing physical activity interventions and programs. Concluding Remarks: Voice, intersectionality, misogynoir, representation, and gendered racism as a root cause should inform physical activity programming designed for Black adolescent girls. Culturally equitable approaches for real and sustainable change are required to increase physical activity engagement. Full article

Research on climate activism has predominantly focused on affluent regions of the Global North, often emphasizing public participation and protest while overlooking the experiences of youth in other contexts. This study addresses this gap by exploring everyday environmental activism and eco-literacy among young people in Bulgaria, a post-communist society. It challenges the prevailing top-down political frameworks that marginalize diverse forms of political participation. This study argues that young people’s environmental awareness, shaped by their lived experiences, reflects their engagement with consumerism and climate change and is expressed through various modes of participation, including the victim, voter, rejecter, and interpreter forms of agency. Drawing on ethnographic data from interviews, mapping activities, and short essays, this research examines how environmental identities are enacted in mundane ways that reflect young people’s levels of eco-literacy, focusing on a cohort from diverse socioeconomic backgrounds in both urban and rural contexts. The findings reveal the performances of everyday environmental activism and shed light on the liminal political positions youth navigate in their daily lives. This research contributes to education studies by offering insights into how young people’s everyday environmental activism and eco-literacy, rooted in their subjectivities, transcend traditional educational frameworks and provide a deeper understanding of how they learn to become environmental subjects in under-represented contexts. Full article

This study investigates how perceived parental criticism is associated with career confidence in students and workers, considering the mediating role of the fear of an uncertain future. In a rapidly changing labor market, students, as young individuals navigating early career decisions, experience heightened uncertainty about their future, especially regarding their professional paths. This research aims to verify whether perceived parental criticism negatively affects career confidence both directly and indirectly through the mediating role of fear of an uncertain future, and whether occupational status (being a student or already working) influences this relationship. Data were collected from a sample of 310 participants, consisting of 108 students and 202 workers. Multigroup structural equation models were used to test the mediation model simultaneously on students and workers. The results indicate that, in students, the relationship between parental criticism and career confidence is fully mediated by fear of an uncertain future, while in workers these associations are weaker and not significant. These findings suggest that students are more vulnerable to uncertainty, as they are in an early stage of career development, while workers may benefit from greater independence and emotional regulation skills. The study highlights the impact of perceived parental criticism on career confidence and the moderating role of occupational status, suggesting the need for interventions that reduce the fear of an uncertain future and encourage greater adaptability to career-related challenges. Full article

Beyond Inclusion aims to explore and revise embedded societal norms which are reproduced throughout practice. In this paper, Queer will be utilised not only to disrupt, but to divest from the cis-normative and hetero-normative standards which are often cemented by the fields within which we work. Informed by collected narratives, ethnohistory and theoretical developments in pedagogy, Beyond Inclusion will explore the multifaceted and multidisciplinary application of Queer pedagogy in order to celebrate Queer, and use Queer to celebrate all which deviates from normalcy. With the intention of empowering youth, community and educational pedagogues to feel confident in Queering their pedagogy, this paper aims to agitate systems of oppression by unusualising the usual, and usualising the unusual, by illuminating what is considered to be normal and why, and how normalcy impacts those who reside on the outskirts of hegemonic culture. Readers will be invited to mobilise Queer, in order to re-examine, reimagine and reconstruct new and Queered ways of upholding anti-oppressive practice. This research will present pragmatic actions which have been informed by questionnaires and interviews with Queer participants, and aim to improve lived experiences for young Queer people and Othered communities. This body of work emphasises negotiated practice, in that the reader will not be provided with definitive solutions, but instead be autonomised in deducing and producing their own knowledge and actions from the information presented. Full article