Youth

17 pages, 286 KiB

Open AccessArticle

Being, Doing, Deciding: Cisheteronormativity, Bodily Autonomy, and Mental Health Support for LGBTQ+ Young People

by Felix McNulty, Elizabeth McDermott, Rachael Eastham, Elizabeth Hughes, Katherine Johnson, Stephanie Davis, Steven Pryjmachuk, Céu Mateus and Olu Jenzen

Youth 2025, 5(2), 53; https://doi.org/10.3390/youth5020053 - 9 Jun 2025

Abstract

Cisheteronormativities inform and distort what LGBTQ+ young people’s bodies can be and do, and what choices about the body are possible, profoundly impacting mental health. This article presents findings from a UK study examining ‘what works’ in early intervention mental health support for [...] Read more.

Cisheteronormativities inform and distort what LGBTQ+ young people’s bodies can be and do, and what choices about the body are possible, profoundly impacting mental health. This article presents findings from a UK study examining ‘what works’ in early intervention mental health support for LGBTQ+ youth to examine how these impacts can be addressed. Data were collected across 12 mental health support services via the following: interviews with LGBTQ+ youth aged 12–25, service staff/volunteers, and parents/carers (n = 93); document review; and non-participant observation. In analysis, ‘Body’ was identified as a key principle underpinning effective early intervention mental health support. This article presents three key areas: the ability to name and define the body; the body’s ability to ‘do’; and the ability to make informed decisions about one’s body, life, and future. This article highlights the urgent importance of upholding bodily autonomy for LGBTQ+ youth if efforts to address mental health inequalities are to have any chance at success. Full article

(This article belongs to the Special Issue Resilience, Strength, Empowerment and Thriving of LGTBQIA+ Youth)

16 pages, 221 KiB

Open AccessArticle

Youth Work in Schools: Pathways to Sustainability, Well-Being and Democratic Communities

by Stelios Pantazidis and Yannis Pechtelidis

Youth 2025, 5(2), 52; https://doi.org/10.3390/youth5020052 - 20 May 2025

Abstract

This study investigates the integration of youth work into school environments as a response to contemporary educational challenges. Drawing on the implementation of selected best practices in four European countries—Greece, Finland, Estonia, and Portugal—within the framework of the Youth Work in Schools (YWIS) [...] Read more.

This study investigates the integration of youth work into school environments as a response to contemporary educational challenges. Drawing on the implementation of selected best practices in four European countries—Greece, Finland, Estonia, and Portugal—within the framework of the Youth Work in Schools (YWIS) Erasmus+ project, this research explores the potential of youth work to enhance school communities, promote sustainability, support student well-being, and deepen democratic practices. Employing a mixed-methods approach that combines case studies and survey data from educators and youth workers, the study examines the transformative impact of youth work in promoting inclusive, engaged, and resilient educational settings. Preliminary findings indicate that youth work contributes meaningfully to holistic youth development by creating collaborative school cultures, supporting emotional and social well-being, and encouraging active civic participation. Youth workers’ interventions—ranging from peer mentoring and participatory governance to sustainability initiatives—demonstrated the value of experiential, student-centred learning. However, the sustainable integration of youth work in education requires institutional openness, professional recognition, and systemic support. By analysing the reflections of practitioners across diverse national contexts, this paper offers critical insights for policymakers, educators, and practitioners aiming to bridge the gap between formal and non-formal education. It argues that embedding youth work in schools can serve as a catalyst for educational transformation, cultivating more democratic, sustainable, and supportive learning environments. Full article

13 pages, 1046 KiB

Open AccessArticle

Part II: Why Do Children and Young People Drop Out of Sport? A Dynamic Tricky Mix of Three Rocks, Some Pebbles, and Lots of Sand

by Sergio Lara-Bercial, Jim McKenna, Megan Hill, Gareth E. Jowett, Adam Gledhill, Barnaby Sargent-Megicks, Nicolette Schipper-Van Veldhoven, Rafael Navarro-Barragán, Judit Balogh and Ladislav Petrovic

Youth 2025, 5(2), 51; https://doi.org/10.3390/youth5020051 - 16 May 2025

Abstract

Organised sport is one potential antidote to the global youth inactivity crisis. Therefore, understanding why young people drop out constitutes a key research endeavour. In part I of this series, we developed and validated a new Youth Sport Dropout Questionnaire (YSDQ). In part [...] Read more.

Organised sport is one potential antidote to the global youth inactivity crisis. Therefore, understanding why young people drop out constitutes a key research endeavour. In part I of this series, we developed and validated a new Youth Sport Dropout Questionnaire (YSDQ). In part II, we used the YSDQ-LV (49-item long version) to examine dropout in 960 university students from seven European countries. A four-stage analysis investigated the relative and combined importance of dropout reasons. Three items—the rocks—were statistically more important: “I prioritised schoolwork and had no time left to take part in sport”; and “I found other things that I enjoyed doing more than sport”; and “I found it stressful when I did not perform/play as well as I expected”. On average, however, these rocks were rated as “moderately important”, along with 19 reasons (the pebbles) rated as “slightly important to moderately important”, and the remaining 27 reasons (the sand) rated as “slightly important to not at all important”. These findings suggest that sport dropout is not caused by a single reason but is underpinned by a dynamic tricky mix of reasons—a series of rocks, pebbles, and sand unique to each young person. Full article

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16 pages, 245 KiB

Open AccessArticle

Part I: Why Do Children and Young People Drop Out of Sport? Development and Initial Validation of the Youth Sport Dropout Questionnaire

by Sergio Lara-Bercial, Gareth E. Jowett, Adam Gledhill, Jim McKenna, Megan Hill and Barnaby Sargent Megicks

Youth 2025, 5(2), 50; https://doi.org/10.3390/youth5020050 - 16 May 2025

Abstract

Despite the widespread health benefits of physical activity, globally, four out of five adolescents are insufficiently active. Sport participation, a key vehicle for physical activity, diminishes by as much as 80% as children get older. To date, no theoretically grounded, validated research measure [...] Read more.

Despite the widespread health benefits of physical activity, globally, four out of five adolescents are insufficiently active. Sport participation, a key vehicle for physical activity, diminishes by as much as 80% as children get older. To date, no theoretically grounded, validated research measure of dropout exists. In this two-paper series, we attempt to resolve this issue via the development, initial validation, and application of the Youth Sport Dropout Questionnaire. In the current paper—Part I—we used the COM-B framework to design and initially validate the Youth Sport Dropout Questionnaire. Three sequential studies were conducted. Study 1 includes a review of the existing literature, an expert consultation, and participant focus groups. Study 1 generated 49 reasons for youth sport dropout. Study 2 explored the functionality of the 49 items in a sample of 479 students. Exploratory factor analysis revealed a 28-item four-factor solution. Study 3 tested the dimensionality and reliability of scale in a sample of 648 students from seven European countries. Confirmatory factor analysis supported a final 16-item, four-factor solution, suggesting that reasons for dropout behavior were captured by capability (C), opportunity (O), motivation (M) with the important new addition of injury (I). This initial validation supports the YSDQ as a rigorous research tool to capture the reasons underpinning youth sport dropout behavior. Full article

17 pages, 243 KiB

Open AccessArticle

Correctional Education and Reintegration: A Qualitative Study of Young Ex-Offenders in Cape Flats

by Thulani Andrew Chauke

Youth 2025, 5(2), 49; https://doi.org/10.3390/youth5020049 - 15 May 2025

Abstract

The transition from correctional service to life in the community can be very challenging for young ex-offenders because they often lack the skills and knowledge they need to function successfully in society. This exploratory study aimed to explore whether the educational opportunities provided [...] Read more.

The transition from correctional service to life in the community can be very challenging for young ex-offenders because they often lack the skills and knowledge they need to function successfully in society. This exploratory study aimed to explore whether the educational opportunities provided in correctional services really help young ex-offenders make a successful transition back into society. The study adopted a qualitative research approach, interviewing a group of 20 young ex-offenders aged 18 to 35 from the Cape Flats region. The data from the interviews were analysed through thematic analysis. The study found that correctional education, particularly programmes focused on mental health, counselling and life skills, significantly improved the mental well-being and self-efficacy of young ex-offenders, aiding their successful reintegration into society. These programmes also emphasised moral education, fostering harmonious coexistence with community members’ post-release. This study recommends a revolutionary pedagogical approach to correctional education aiming at comprehensive education of young offenders. This pedagogy should use modern digital technologies, allowing correctional educators to undertake pre-attendance assessments of each offender’s learning preferences, inclinations as well as individual aptitudes and limitations. This method facilitates the learning of basic education required for successful reintegration of young offenders into society. Full article

14 pages, 433 KiB

Open AccessArticle

Student-Athletes’ Perceptions of Procedural Justice, Coach Trust, Organizational Support, and the Impact on Team Commitment in Collegiate Sports

by Keunsu Han and Jaehyun Ha

Youth 2025, 5(2), 48; https://doi.org/10.3390/youth5020048 - 14 May 2025

Abstract

Collegiate sports serve as a powerful platform for advancing youth development and social engagement, contributing not only to athletic growth but also to personal development, teamwork, and social justice among student-athletes. This study explores the relationships among procedural justice, coach trust, perceived organizational [...] Read more.

Collegiate sports serve as a powerful platform for advancing youth development and social engagement, contributing not only to athletic growth but also to personal development, teamwork, and social justice among student-athletes. This study explores the relationships among procedural justice, coach trust, perceived organizational support (POS), and team commitment in collegiate athletes. A self-reported questionnaire administered to college athletes collected 285 usable responses. Structural equation modeling (SEM) was employed to test the hypothesized relationships. The findings reveal that higher perceptions of procedural justice are significantly associated with greater team commitment, increased coach trust, and higher POS. Additionally, coach trust positively influences both team commitment and POS. However, no significant relationship was found between POS and team commitment, indicating that POS alone may not be a direct predictor of athlete commitment without the presence of mediating factors. These findings highlight the pivotal role of procedural justice, coach trust, and POS in shaping team commitment among collegiate athletes, underscoring the importance of fair decision-making and relational trust in fostering youth development and reflecting the broader influence of behavioral and social dynamics in collegiate sport settings. Full article

(This article belongs to the Special Issue Social Justice Youth Development through Sport and Physical Activity)

14 pages, 241 KiB

Open AccessArticle

Challenges in Studying Youth and the Influence of Far-Right Populism

by Pam Nilan

Youth 2025, 5(2), 47; https://doi.org/10.3390/youth5020047 - 2 May 2025

Abstract

This reflective essay presents some examples of overcoming challenges that can face academic researchers who study young people and far-right populism using qualitative methods. Misogyny and mistrust of elites are common features of far-right populism. Therefore, a challenge lies in the markers of [...] Read more.

This reflective essay presents some examples of overcoming challenges that can face academic researchers who study young people and far-right populism using qualitative methods. Misogyny and mistrust of elites are common features of far-right populism. Therefore, a challenge lies in the markers of age, gender and institutional status of the researchers themselves, which might prevent rapport from developing between an interviewer and interviewee. Moreover, there is the challenge of the digital generation to be faced in any such investigation. Young people today inhabit a fast-moving world of social media engagement which can be difficult for anyone older to comprehend. Suitably selected young people can assist research endeavours in the role of cultural brokers. Using examples of lived research experience, the author invites reader reflection on attuning research approaches to the lifeworlds of young people, especially young men, who engage with far-right populism. Full article

23 pages, 269 KiB

Open AccessArticle

‘Do Not Go Through the System Passively’: Integrating Environmental Studies and Ethnic Studies Through a Social Justice Outdoor Education Program for High School Learners

by Laura Moorhead and Jeremy Jiménez

Youth 2025, 5(2), 46; https://doi.org/10.3390/youth5020046 - 1 May 2025

Abstract

This study examines a social-justice-focused environmental education program serving marginalized students through fostering engagement with local communities and natural environments. It presents a focused ethnographic case study of teachers of color who designed and implemented an ethnic studies and environmental education curriculum intended [...] Read more.

This study examines a social-justice-focused environmental education program serving marginalized students through fostering engagement with local communities and natural environments. It presents a focused ethnographic case study of teachers of color who designed and implemented an ethnic studies and environmental education curriculum intended to address the educational alienation experienced by many students as well as the intersection of social justice and environmental stewardship. The study considers how teachers at two very different urban schools—one a continuation school, the other a traditional college preparatory high school—provided a venue for students to advocate on behalf of oppressed communities with which they identified. Researchers collected qualitative data from a variety of sources: field notes from participant observation of outdoor and classroom activities, document review of curriculum and student projects, focus group interviews with 86 students, and semi-structured individual interviews with teachers and alumni. Students in this innovative program did not fit the classic climate justice activist profile by engaging in climate marches, raising money for environmental organizations, or lobbying Congress for better environmental legislation. However, a key finding from the program and the teachers who lead it is to broaden our understanding of what it means to be a climate activist. Full article

(This article belongs to the Special Issue Politics of Disruption: Youth Climate Activisms and Education)

18 pages, 251 KiB

Open AccessReview

CALM: Cultivating Awareness, Learning, and Mastery to Reduce Anger and Violence Through Combat Sports

by Andrew M. Lane

Youth 2025, 5(2), 45; https://doi.org/10.3390/youth5020045 - 1 May 2025

Abstract

Youth violence is a pressing social issue. Many well-informed interventions to reduce youth violence fail due to low uptake. Combat sports—such as boxing, judo, and mixed martial arts—appear to encourage aggression, making them appealing to individuals prone to violent behavior. However, rather than [...] Read more.

Youth violence is a pressing social issue. Many well-informed interventions to reduce youth violence fail due to low uptake. Combat sports—such as boxing, judo, and mixed martial arts—appear to encourage aggression, making them appealing to individuals prone to violent behavior. However, rather than reinforcing violence, these sports instill discipline, goal-directed behavior, and self-control. This paper argues that combat sports align with the values of at-risk youth, increasing their participation, while simultaneously teaching them emotional regulation and resilience. I propose that structured combat training provides a sustainable intervention by fostering self-awareness, cognitive control, and respect within a rule-governed environment. Furthermore, training combat instructors in emotion regulation strategies could enhance these benefits. By providing motivation, capability, and opportunity, combat sports present a viable pathway to reducing violent behavior among youth. Full article

22 pages, 306 KiB

Open AccessArticle

Contemporary Coping Patterns Among Violence-Impacted Adolescent Black Males: An Interpretive Descriptive Study

by Chuka Emezue, Andrew Paul Froilan, Aaron Dunlap, Abigail Shipman, Debbin Feliciano, Santiago Ortega-Chavez, Jr. and Dale Dan-Irabor

Youth 2025, 5(2), 44; https://doi.org/10.3390/youth5020044 - 28 Apr 2025

Abstract

Young Black males (YBM), ages 15–17, experience disproportionately high rates of firearm violence and related structural disadvantages, shaping both their psychological and practical responses to violence-related stressors. These intersecting exposures influence their coping strategies, mental health, help-seeking behaviors, and broader social functioning. Generational [...] Read more.

Young Black males (YBM), ages 15–17, experience disproportionately high rates of firearm violence and related structural disadvantages, shaping both their psychological and practical responses to violence-related stressors. These intersecting exposures influence their coping strategies, mental health, help-seeking behaviors, and broader social functioning. Generational shifts in how young males conceptualize identity, mental health, help-seeking, and masculinity, combined with increasing exposure to firearm violence, underscore the need for a closer examination of contemporary coping strategies. This qualitative study applies Thorne’s Interpretive Description (ID) to explore coping patterns among YBM navigating violence exposure in physical and online environments. Drawing from two focus groups of 33 YBM (M = 15.8, SD = 1.19) from a Midwest high school, we conducted a thematic analysis grounded in the interpretive description tradition. Integrating the Phenomenological Variant of Ecological Systems Theory (PVEST) and the Transactional Model of Stress and Coping (TMSC), we examined how structural and interpersonal factors shape YBM agency and coping responses. Four coping patterns emerged: (1) Problem-Focused Adaptive, (2) Problem-Focused Maladaptive, (3) Emotion-Focused Adaptive, and (4) Emotion-Focused Maladaptive. The findings underscore the dynamic interaction between environmental stressors, available resources, and cognitive appraisals, indicating that for Black adolescent males, coping strategies are neither static nor inherently adaptive or maladaptive. Full article

(This article belongs to the Special Issue Navigating Challenges: Exploring the Intersection of Youth Well-Being and Social Environments)

20 pages, 4483 KiB

Open AccessArticle

Empowering the Collective: Redefining Youth Activism and Political Dynamics Within Nonprofit Organizations

by Aurora Nicolas, Vivienne Yu, Surabhi Chinta, Mayumi Takeda, Tiffany Dong, Alessandra Palange and Aleks Liou

Youth 2025, 5(2), 43; https://doi.org/10.3390/youth5020043 - 27 Apr 2025

Abstract

This study explores the “nonprofitization” of youth climate organizing from the perspective of six youth activists who participated in designing a pilot environmental activism program for a large science museum located in Northern California. Through case study methodology, the authors explore how adultism [...] Read more.

This study explores the “nonprofitization” of youth climate organizing from the perspective of six youth activists who participated in designing a pilot environmental activism program for a large science museum located in Northern California. Through case study methodology, the authors explore how adultism and institutional control stifled youth activism and the ultimate success of their initiatives. Our analysis highlights the institutional practices, intergenerational value gaps, and inadequate understanding of social movement principles from the partner site that reified colonial hierarchies of knowledge and prevented genuine support and collaboration with youth in climate activism. Factors such as profit motives, a desire for control, generational gaps, and a failure to see youth as equals contribute to this problem. We conclude by proposing alternative institutional practices with youth that center on intergenerational power-sharing to counter the trend of nonprofit organizations greenwashing youth social movements. Full article

(This article belongs to the Special Issue Politics of Disruption: Youth Climate Activisms and Education)

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28 pages, 553 KiB

Open AccessArticle

Make a Move+: A Cluster-Randomized Controlled Trial of a Program Targeting Psychosexual Health and Sexual and Dating Violence for Dutch Male Youth with Mild Intellectual Disabilities

by Mirthe C. Verbeek, Daphne van de Bongardt, Maartje P. C. M. Luijk, Elizabeth Miller, Eric A. W. Slob and Joyce Weeland

Youth 2025, 5(2), 42; https://doi.org/10.3390/youth5020042 - 24 Apr 2025

Abstract

While male youths with mild intellectual disabilities (MIDs) display similar sexual development as their peers without MIDs, they experience higher rates of sexual and dating violence (SDV) and sexual risk behavior. Yet, little is known about effective gender-specific prevention for this population. Therefore, [...] Read more.

While male youths with mild intellectual disabilities (MIDs) display similar sexual development as their peers without MIDs, they experience higher rates of sexual and dating violence (SDV) and sexual risk behavior. Yet, little is known about effective gender-specific prevention for this population. Therefore, we conducted a cluster-randomized controlled trial of a Dutch group-counseling program promoting psychosexual health and preventing SDV among male youths with MIDs aged 14–21 years—Make a Move+. The 120 participating male youths completed three questionnaires (baseline, post-test, 3-month follow-up; 77.5% retention). A subsample of 14 male youths and 5 trainers were interviewed pre- and post-program. With these multi-method, multi-informant data, we evaluated the program’s effectiveness on the six intended outcomes (attitudes (primary outcome), global self-esteem, skills, knowledge, SDV use and victimization, and sexual risk behavior) by (1) statistically comparing the self-reports of the intervention and control groups and (2) thematically analyzing interview data. We found limitations in the program’s integrity, and mixed evidence for the program’s effectiveness on attitudes, knowledge, skills, SDV use, and sexual risk behavior, and no evidence for effectiveness on global self-esteem or SDV victimization. We also found indications of adverse effects on SDV use and victimization. We offer suggestions for program refinement and future program evaluations. Full article

(This article belongs to the Special Issue Sexuality: Health, Education and Rights)

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32 pages, 920 KiB

Open AccessArticle

Make a Move: A Multi-Method, Quasi-Experimental Study of a Program Targeting Psychosexual Health and Sexual/Dating Violence for Dutch Male Adolescents

by Mirthe C. Verbeek, Daphne van de Bongardt, Maartje P. C. M. Luijk and Joyce Weeland

Youth 2025, 5(2), 41; https://doi.org/10.3390/youth5020041 - 24 Apr 2025

Abstract

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 [...] Read more.

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 article belongs to the Special Issue Sexuality: Health, Education and Rights)

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17 pages, 313 KiB

Open AccessPerspective

A Critical Theoretical Approach to Sport-Based Youth Development Research: Yosso’s Community Cultural Wealth Framework

by Doo Jae Park, Wonjun Choi, Wonju Lee and NaRi Shin

Youth 2025, 5(2), 40; https://doi.org/10.3390/youth5020040 - 24 Apr 2025

Abstract

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 [...] Read more.

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

(This article belongs to the Special Issue Critical Approaches to Youth Development through Sport)

12 pages, 531 KiB

Open AccessArticle

The Rising Tide: Disparities in Fentanyl-Related Mortality Among Hispanic and Non-Hispanic Adolescents and Young Adults in the United States

by Paige Brinzo, Adrienne Dean, Ayden Dunn, Diana Lobaina, Sebastian Densley, Panagiota Kitsantas, Maria Carmenza Mejia and Lea Sacca

Youth 2025, 5(2), 39; https://doi.org/10.3390/youth5020039 - 22 Apr 2025

Abstract

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 [...] Read more.

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

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16 pages, 261 KiB

Open AccessArticle

How Informal Approaches and Terminology Can Influence the Formal Training of Professionals

by Simon Craig Williams and Ruth Richardson

Youth 2025, 5(2), 38; https://doi.org/10.3390/youth5020038 - 15 Apr 2025

Abstract

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 [...] Read more.

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 article belongs to the Special Issue Formally Informal: Youth and Community Work: Pedagogy and Practice)

25 pages, 717 KiB

Open AccessArticle

Experiencing Climate Change and Living Through It—Provocations for Education Based on South African Youth Experiences of Climate Change Policymaking and Politics

by Tyler Booth and Harriet Thew

Youth 2025, 5(2), 37; https://doi.org/10.3390/youth5020037 - 14 Apr 2025

Abstract

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 [...] Read more.

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

(This article belongs to the Special Issue Politics of Disruption: Youth Climate Activisms and Education)

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16 pages, 610 KiB

Open AccessArticle

Christian Youth Adventure Camps: Evidencing the Potential for Values-Based Education to THRIVE

by Katherine Main and Susan L. Whatman

Youth 2025, 5(2), 36; https://doi.org/10.3390/youth5020036 - 14 Apr 2025

Abstract

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 [...] Read more.

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

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19 pages, 724 KiB

Open AccessReview

Shifting from the Status Quo: A Conceptual Framework to Enhance the Field of Sport for Development Integrating the Capabilities Approach and Critical Pedagogy

by Sandeep Dutta, Justin Evanovich and Max Klein

Youth 2025, 5(2), 35; https://doi.org/10.3390/youth5020035 - 7 Apr 2025

Abstract

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 [...] Read more.

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

(This article belongs to the Special Issue Critical Approaches to Youth Development through Sport)

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