Youth, Volume 5, Issue 1 (March 2025) – 32 articles

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

Adolescents with intellectual disability have a right to sexuality education, including relationships and consent education. This scoping review explored relationships and consent education for adolescents with intellectual disability. We searched across four databases (Scopus, Medline, Web of Science and PubMed) to identify studies focusing on the provision of, experiences with and needs of education on relationships and consent for adolescents aged 12–19 with intellectual disability. Based on the inclusion criteria, 20 studies were eligible to be included in the review. The findings suggest that despite adolescents’ strong desire for comprehensive, evidence-based education on relationships and consent, the depth and content of the education provided varied by the provider type. Many educators and parents felt unprepared to address complex relationship and consent topics, resulting in inconsistent and often risk-focused education. The review indicated the need for more tailored resources, engaged learning methods, increased training and support for providers, and collaborative approaches between different providers. Future consent and relationships education could benefit from moving from a risk-based approach to focus on personal development and the promotion of sexual well-being for adolescents with intellectual disability. Full article

Through the lens of youth engaged in the grassroots network Research for the Front Lines (R4FL) in Turtle Island, this essay explores how youth use research as a form of solidarity with marginalized communities in the context of escalating crises, ranging from climate change to systemic inequities. R4FL supports Indigenous, Black, and marginalized groups facing disproportionate impacts from environmental and climate changes. Drawing on the experiences of a diverse group of youth researchers, we examine the barriers posed by traditional academic structures and advocate for a research paradigm that prioritizes community needs, transparency, and accountability. Our discussions highlight how youth leverage our knowledge and research skills in service of social justice and environmental equity. Full article

How do young people in different neighborhoods envision their ideal communities, and how do these visions diverge from their current lived realities? To explore these questions, we use geospatial analysis to analyze data from the Dream City workshop, a youth participatory action research project based in Nashville, Tennessee. The Dream City workshop, a place-based design-thinking exercise, engaged over 2000 young people across Metro Nashville-Davidson County in envisioning their ideal city and translating these ideas into actionable changes. In this study, we analyze survey responses (n = 415) from the workshop to assess the relative importance placed on seven neighborhood resources—libraries, community centers, parks, bike lanes, sidewalks, grocery stores, and affordable housing—and examine how young people’s ideal neighborhoods differ from their lived realities. The findings reveal geographic differences in how young people prioritized resources in their ideal neighborhoods, as well as patterns of alignment and divergence between youth ideals and their lived experiences. These patterns highlight key themes in how youth perceive and value neighborhood resources. Reflecting on these findings, we describe implications for theory and practice, particularly regarding engaging young people in urban design, planning, and decision making. Full article

Research suggests that opposition to COVID-19 mitigation strategies and mandates has been notable among young adults, especially those who are conservative. The current political climate, through which young adults have developed their political beliefs, has combined conservative values of limited government with pronounced anti-institutional sentiments, thus predisposing today’s younger conservatives to greater skepticism. Young white adults are also experiencing a growing salience in their own racial identities—an experience different from prior generations. No known research has connected these observations by examining the interplay between white identity and conservatism and their impact on support for and adherence to COVID-19 mitigation strategies. Drawing on survey data from a national U.S. sample of white young adults, we examine how two white identity constructs (racial identity and racial identity verification) influence how conservatism impacts resistance to six COVID-19 mitigation outcomes (i.e., vaccination status, masking behavior, support for vaccinations, support for masking, support for vaccination mandates, and support for masking mandates). White racial identity indirectly decreased support for and adherence to all COVID-19 mitigation outcomes by enhancing levels of conservatism. In addition, racial identity verification enhanced the negative effects of conservatism with most of the COVID-19 mitigation outcomes. We discuss these findings within the context of the literature on COVID-19 attitudes and racial identity. Full article

Aggressive behaviour encompasses a spectrum of emotional responses, ranging from mild irritation to intense anger and fury. The goals of the present research were to develop a reduced and adapted version of the Buss–Perry Aggression Questionnaire (VRA-AQ) for Portuguese college students, to explore its relationship with negative life events as well as to ascertain the importance of self-regulation and resilience in preventing aggressive behaviour among young people from higher education, and to explore the differences between genders, academic year, and socioeconomic status to examine the risk factors of aggressive behaviour. The validation of the reduced and adapted Portuguese version of the VRA-AQ was carried out on a Portuguese university sample (N = 2991). There were three main focuses of data analysis: descriptive statistics, correlations, and factor analyses. Differences between genders and academic year were found in men, and undergraduate students displayed higher averages of physical aggression, negative life events, and the impact of these events, while women and post-graduate students exhibited higher averages of self-regulation and resilience. Regarding SES, youth from low to medium-low socioeconomic backgrounds demonstrated higher averages in overall aggression, physical aggression, anger, hostility, negative life events, and the impact of these life events. Conversely, those from higher socioeconomic backgrounds displayed higher averages in resilience. Therefore, it is essential to prevent aggressive behaviour in students, and several strategies can be implemented based on the findings, namely, gender-specific interventions; academic year targeted support; socioeconomic support programmes; promotion of positive coping mechanisms; creating supportive environments; and education on conflict resolution. Full article

Youth-led action research has significantly influenced local and statewide policies aimed at supporting students experiencing homelessness in California. This study employs a Youth Participatory Action Research (YPAR) methodology, summarizing five years of research conducted by high school student cohorts and UC Berkeley graduate students to examine effective strategies for preventing and addressing student homelessness. The research engaged over 260 high school students, nine graduate research fellows, 31 university student mentors, and eight civic and community organizations through data collection, policy analysis, and stakeholder collaboration. Findings indicate that youth-led research strengthens alignment mechanisms, enhances cross-sector collaboration, and improves policy coordination, leading to more effective services and positive educational experiences for students experiencing homelessness. These results underscore the transformative role of youth-driven inquiry in shaping inclusive, evidence-based policies, and demonstrate the need for sustained youth engagement in policymaking to create long-term, systemic change. Full article

This article centers the experiences and voices of eight Kenyan youth climate change activists by highlighting how they navigate local and global challenges while engaging in climate change action. Specifically, this article examines how the activists are combating food insecurity and promoting biodiversity restoration by discussing findings from two projects. The first project is the Ondiri Wetland Botanical Garden, where youth activists have planted over 10,000 indigenous trees, of which about 58 are different species of trees native to the Kenyan highland community of Kikuyu, to counter biodiversity loss and alleviate the impact of climate change on flora and fauna. The second project is the One Million Trees for Kilifi project, where activists are planting orchards in various schools in Kilifi County in Kenya to mitigate the impact of climate change and end malnutrition among K-12 learners. Guided by the Youth Participatory Action Research (YPAR) methodology, this study counters the deficit and exclusionary narrative that has often left out young people from climate change education and governance policy decision-making and advocates a more equitable and inclusive approach that centers their voices and perspectives in solving existential problems like climate change. Full article

Every adolescent should have the right to make their own choices about their sexual and reproductive health (SRH). Achieving this goal can be challenging, especially in low- and middle-income countries (LMICs), where social norms and insufficient resources may limit access to information. Technology is increasingly being leveraged in LMICs to reach adolescents. We searched the literature to understand the landscape of digital SRH interventions in LMICs. The review addressed three questions: (1) What are the interventions and how effective are they? (2) What are adolescent preferences for information? And (3) What do the interventions cost? There is a wide variety in the populations addressed (e.g., adolescents with HIV, pregnant/post-partum adolescents) and the locations of the interventions, with the majority in sub-Saharan Africa. The types of interventions were evenly distributed between “push” approaches, where adolescents are sent information; “pull” approaches, where adolescents reach information from a website or app; and “two-way” approaches, which combine push and pull aspects. The most positive features identified were convenience and privacy. The major challenge is inadequate smartphone penetration in very low-income adolescents, especially girls. The evidence on the effectiveness of these interventions is mixed. Most studies show that SRH knowledge increases, but this does not necessarily lead to behavior change. Full article

(1) Schools often rely on outsourced providers to deliver relationships and sexuality education (RSE) to young people. However, there is limited research that has focused on outsourced provider practices and perceptions of RSE, particularly as it relates to sexual violence prevention. (2) The current qualitative study interviewed 15 outsourced providers in Australia to glean their perspectives on the effective features of, and barriers to the implementation of, RSE for young people, with a focus on sexual violence prevention. (3) Through a reflexive thematic analysis, we found that outsourced providers valued a whole-of-school approach to RSE and advocated for content on pornography literacy. They raised conservative gatekeeping, precarious funding, and limited time as key implementation barriers. The findings also highlighted inconsistent views and approaches to RSE among outsourced providers, with questions surrounding who should deliver RSE, which theoretical framework underpins their work, and whether to take a gendered approach. (4) Implications for educators, policymakers, and young people are discussed. Full article

This Special Issue examines the links between sociopolitical action and healthy youth development. The 12 featured studies use diverse conceptual and methodological approaches to advance understanding of how the costs and benefits of youth sociopolitical action are dependent on identity, context, and structural factors. Key findings demonstrate that intersectional identities shape youth experiences of activism and that social contexts can exacerbate or buffer against personal risks, underscoring the importance of supportive environments that are attentive to each young person’s experiences of oppression. The contributing authors propose pragmatic strategies to encourage mutually reinforcing associations between personal well-being and sociopolitical action, such as integrating healing-centered approaches into youth programming and contextualizing resistance to systemic oppression as a component of healthy development. This Special Issue calls for future research to refine theoretical models and develop sustainable, health-promotive strategies to support young people in their vital work to advance justice and equity. Full article

In youth sports, young people are often subjected to approaches and coach behaviors misaligned with their physical and psychological development, including early specialization and the use of physical activity as punishment. Little research investigates these practices from the perspective of youth. This study used novel qualitative approaches to explore student reactions to these practices. Over four years, students who took an Introduction to Psychology class at one private high school in a West Coast city received a presentation about topics at the intersection of sports and psychology and submitted their reflections. A student-led research team analyzed the 332 reflections. The findings show that the information in the Long-Term Athlete Development framework was dissonant with student experiences in the U.S. youth sports system. Many had negative experiences with physical activity as punishment. Providing youth with information about developmentally appropriate practices in sports can help them advocate for change that will protect them and others from harm. Full article

Academic resilience and motivation are two key positive psychological constructs that have the capacity to influence learners’ engagement even in difficult conditions. Surprisingly, research investigating these relational constructs is limited in Ghana. The study examined the influence of academic resilience and motivation on engagement, highlighting rural–urban variations among senior high school students. This cross-sectional survey involved 190 senior high school students in Ghana, employing stratified sampling. Academic resilience, motivation, and engagement were assessed using the academic resilience scale (ARS-30), the motivated strategies for learning questionnaire (MSLQ), and the university student engagement inventory (USEI). Data were analysed using descriptive, Pearson correlation, and hierarchical multiple regression analyses. An independent t-test was also conducted to compare the study variables between rural and urban students, utilising IBM Statistical Package for the Social Sciences (SPSS) version 27. The correlational analysis revealed that academic resilience positively correlates with engagement and motivation. A regression model indicated that socio-demographic factors have a minimal impact on academic engagement, while academic resilience and motivation significantly predict it. No significant differences were found between urban and rural students regarding academic engagement, motivation, or resilience. Educators and policymakers are urged to implement strategies, including social–emotional learning and mentorship programmes, to support and cultivate academic resilience, motivation, and engagement among students. Future studies could investigate the relationship between academic, motivational intensity, and learners’ academic achievement across a larger sample. Full article

Harm Reduction (HR) was introduced in Mauritius in 2006 to mitigate the local Human Immunodeficiency Virus (HIV) epidemic mainly driven by injecting drug use. With an estimated population of 55,000 drug users and an estimated population of 6600 injecting drug users with an average of 21 years at first injection, the impact of drug use on the epidemic remains high. Those aged 15–24 years account for 20% of all new HIV cases detected annually since 2010, with known causes of incidence including both injecting drug use and unprotected sexual intercourse. Beginning with an exploration of access and barriers to needles and syringes, our study evolved to consider the dynamics between concurrent services and the effectiveness of the resulting system. Utilising snowball and purposive sampling, we conducted in-depth interviews with 27 participants, including service providers, identified by peer fieldworkers from various NGOs. Our analysis showed that HR services were connected via informal networks and displayed the same characteristics as Complex Adaptive Systems (CAS). We propose using qualitative structural analysis as a viable method to explore the complexity of HR. CAS and proper acknowledgement of peer support could guide current and future HR policy reforms. Full article

Guided by the Health Belief Model (HBM), this cross-sectional quantitative study investigated the relationship between key factors and HPV vaccine uptake among Chinese international students (CISs). The sample consisted of 105 CISs attending a southwestern U.S. public university. Participants completed English or Chinese surveys consisting of questions about HPV vaccination status, sociodemographics, perceived risks, facilitators, barriers, knowledge, and cultural beliefs about HPV and HPV vaccination. Findings showed that being female, receiving HPV education, and perceiving higher risks of contracting HPV were associated with receiving at least one dose of HPV vaccination among CISs. Given the current suboptimal HPV vaccination rate among CISs, universities might consider enhancing accessibility to HPV education, making it more inclusive and sex-neutral, and addressing the high risks of HPV infection to encourage their vaccination. Full article

In recent years, youth social action has emerged as a novel concept which strives to empower young people, creating an engaged and socially aware youth population. The aim of this narrative review was to summarise, explain, and interpret international research evidence to understand the effectiveness of youth social action interventions implemented with young people between the ages of 8 and 16 years. This study followed the General Framework of Narrative Reviews. Peer-reviewed studies published in the English language that explicitly addressed ‘youth social action’ or ‘social action’ within the title or abstract were identified by means of electronic searches on EBSCOhost (Education Research Complete, MEDLINE and Child Development and Adolescent Studies databases). Search terms included “Social Action” OR “Youth Social Action” AND population (Child* OR Youth OR Adolesc* OR “School Child” OR Juvenile OR Teenag*) AND study design (intervention OR project OR evaluation OR initiative OR program*). Sixteen studies were included after full-text screening, detailing eight individual youth social action interventions. The findings revealed a range of psychosocial, health, and personal development benefits for youth who participated in social action interventions. However, the evidence base was limited by poor methodological reporting and a lack of process evaluations to confirm implementation fidelity. Future research should utilitise stronger research designs, assess both individual and community outcomes, and include follow-up measures to determine the long-term impacts of youth social action projects. Full article

In September 2024, the devolved Northern Ireland government published their Strategic Framework to end violence against women and girls. In this article, we report the key results of two studies that were undertaken to inform this Strategy: Young Life and Times (YLT)—an annual social attitude survey of 16-year olds, and the bespoke ‘It’s just what happens’ study which was commissioned to qualitatively explore the views and experiences of girls and young women in relation to gender-based violence (GBV). YLT survey data are presented on the prevalence of GBV experiences and perceived barriers to reporting violence. Qualitative data gathered through focus groups and interviews are drawn on to demonstrate how these methods surface additional information, context and nuance that could not be captured in large-scale surveys alone. Young women experience disproportionately high levels of GBV compared to young men, whilst, at the same time, more barriers to reporting. Qualitative data from the bespoke survey flesh out the prevalence data with young women’s lived experiences. This paper demonstrates the value of diverse data for providing a more holistic understanding of complex social issues which, we argue, can benefit the development and evaluation of targeted policy interventions. Full article

In spring 2023, controversy arose over Spring Fever, an annual campaign to promote sexual and relationship education in primary schools in The Netherlands. This led to parliamentary questions and even death threats against employees of Rutgers, The Netherlands Center on Sexuality, which developed the program. This article examines how child sexuality was framed both in the Spring Fever project and in the resulting controversy. The analysis is based on newspaper articles from March to June 2023. One premise of Spring Fever is that children are seen as sexual agents able to develop their sexuality safely through age-appropriate education, which aims for children’s healthy development, including negotiating consent and experiencing pleasure. During the 2023 controversy, discourses of childhood innocence emerged in response to this, alongside accusations of focusing too much on “woke” themes, such as gender diversity. This paper concludes that, due to global anti-gender movements and local right-wing politics, the Dutch model of sex education—pragmatic, comprehensive, and evidence-based, as seen in Spring Fever—no longer maintains its depoliticizing effect. Additionally, the Spring Fever controversy signals a shift in the politics of sexual nationalism in The Netherlands. Full article

In further understanding the importance of the informal/formal nexus, it is posited that they can co-exist, as explained in the case description example of a Youth Professional Practitioner Network (YPPN). It posits the influence of ‘informal education’ that creates the opportunity for value-based notions such as respect in enabling individuals to form trusting relationships. Through such relationships, the possibility of a ‘community of practice’ is formed. Such notions are argued to be inherent within the YPPN. In presenting such discussions in the exploration of this question, it poses the argument that it is possible and is more of a necessity. Full article

High-quality health education in schools plays a critical role in the formation of young people by developing the attitudes, beliefs, and skills needed to adopt and maintain healthy behaviours throughout their lives. Curriculum reform processes ensure that health education is adequately preparing adolescents for the world today and in the future. However, there is little consideration given to the teachers implementing these curriculum reforms, and their ability to integrate changes as they shape their learning and teaching. In this paper, we discuss the worldviews and beliefs of the teachers delivering health education in Western Australia. We present findings from a doctoral grounded theory study within secondary schools to explain the process teachers use as they approach curriculum, particularly after a reform. We investigate how teachers struggle to decide how to present themselves and the new curriculum content in class. Our findings evidence that teachers have determined gender and sexuality content to be controversial, uncomfortable, difficult to teach but also a favourite to teach. Teachers have expressed uncertainty as to what to say in class and have called for further guidance to teach these important life lessons. Curriculums need to constantly change to keep pace with a changing world, so how do we do this in a way that supports teachers and ultimately produces the best education for young people? Full article

Narrative therapy and expressive writing interventions have been found to improve health and wellbeing among vulnerable populations; however, few have been conducted with young lesbian, gay, bisexual, transgender, and queer people, and those of other diverse sexual orientations and gender identities (LGBTQ+). This study aimed to determine how young LGBTQ+ people in Australia might make meaning of themselves and their experiences through life writing and the implications for health and wellbeing. A study was conducted with 20 LGBTQ+-identifying participants, aged 16 to 20, in or around Melbourne, Australia. The participants attended one of two writing workshops held at a public library in Melbourne in October 2019 and February 2020, where they were taught creative nonfiction writing techniques. They were asked to submit pieces of life writing (“narratives”) and reflections about participating in the study. Fifteen participants submitted one or more narratives in response to a prompt, and 10 participants provided reflections. Thematic analysis was used to code the data and identify themes that emerged. The participants’ processes of meaning-making were analysed using a performativity lens. This article explores the theme “sex and relationships” that emerged and the related sub-themes. The participants’ writing provided insights into sociocultural norms, discourses, and tropes, including those present in school-based sexuality education and in the media, that may impact the developing sexual subjectivities of young LGBTQ+ people in Australia. Engaging in life writing provided an outlet for developing self-knowledge, agency, and subjectivity. The findings can be used to promote the use of creative, youth-centred and queer-affirming practices and interventions for LGBTQ+ youth in school and community settings, including peer support and community health approaches. They indicate the need for de-pathologising the medicalised risk- and prevention-based interventions for LGBTQ+ youth in health and education research and policy, particularly around sexual and mental health. Full article