Youth

Sustained engagement in physical activity during adolescence is a critical determinant of long-term health and well-being. Performance feedback is widely used in youth sport settings, yet its motivational impact may depend on athletes’ developmental stage and training experience. This study examined adolescents’ motivational responses following individualized sprint performance feedback and investigated whether training experience and sprint performance moderated these responses. Fifty-three adolescent athletes (mean age = 14.86 ± 0.81 years) completed a brief five-item questionnaire assessing commitment, enjoyment, self-determination, intention to continue training, and self-efficacy immediately after receiving individualized sprint performance feedback. Exploratory and confirmatory factor analyses were conducted to evaluate the scale’s factorial structure and reliability. A two-way analysis of variance examined the effects of training age (1–6 vs. 7–12 years) and sprint performance (faster vs. slower) on overall motivational response. Factor analyses provided preliminary support for a unidimensional motivational response construct (ω = 0.92; α = 0.92). Overall motivational responses following feedback were moderately positive. Sprint performance demonstrated a significant main effect on motivation. Importantly, a significant interaction between training age and performance emerged as the key finding, indicating that less experienced athletes were more sensitive to performance outcomes, whereas motivation among more experienced athletes remained relatively stable. Individualized sprint performance feedback appears to be associated with moderately positive motivational responses in adolescent athletes, particularly during early stages of sport participation. These findings highlight the importance of developmentally appropriate feedback strategies that emphasize progress and competence development to support engagement in youth sport, which may be relevant for sustained participation over time. Full article

This study advances the model of proactive caring to articulate the strategies and practices employed by higher education professionals to support the retention and graduation of underserved students. Employing an explanatory case study design and drawing upon multiple data sources—including semi-structured interviews, focus groups, and observations—collected from students and higher education professionals, we identified six core elements essential to proactive caring: (1) staff accessibility, (2) trust-building, (3) positive motivation, (4) reinforcement, (5) encouragement, and (6) student accountability. Our findings also reveal that higher educational professionals initiate support prior to students’ arrival on campus by assessing institutional environments to identify potential barriers and leveraging data and experiential knowledge to proactively address these challenges. This research contributes to ongoing efforts to promote access and equity in higher education, particularly in the context of increasing anti-diversity, equity, and inclusion (DEI) legislation. While the current study centers on Students of Color in STEM disciplines, the elements underlying the proactive caring model may be broadly applicable, which offers a framework for empathetic practitioners committed to supporting underserved students throughout their collegiate journey. Full article

Young teachers are entering the profession, but many leave quickly due to professional stress, unfavorable working conditions, a lack of support, or an unclear professional identity. This trend disrupts the continuity of the educational process and reduces the quality of education, and reveals systemic gaps in the recruitment, training, and retention of teachers. Still, there is insufficient research on how these factors shape the career trajectory of young teachers from their perspective. Therefore, this paper addresses the research problem of which personal and environmental factors determine the professional stability, development, or departure of young teachers from the teaching profession. The study used a qualitative research strategy. The research data were collected from purposive sampling using semi-structured interviews with 14 young teachers. The interview data were analyzed using qualitative thematic analysis. The results of the study revealed two main dimensions of factors influencing the career start of young teachers. Personal factors include fluctuations of emotional well-being, development of a professional self-concept and identity, motivation to teach, professional development, and a sense of career meaning. Only when environmental circumstances are favorable—school microclimate, support from managers and colleagues, infrastructure and working conditions, perception of education policy—can these internal resources be effectively realized. Full article

In 1926, a group of younger Black artists produced Fire!!, a short-lived but generative publication that sought to interrupt dominant scripts of racial uplift, citizenship, and cultural recognition. Refusing incrementalist visions tethered to Western and U.S. centered norms of belonging, the editors desired an otherwise form of cultural production, one generated outside prevailing regimes of representation. This essay reads Fire!! as a model of breach and mobilizes it to interrogate the contemporary (anti-)diversity, equity, inclusion, and access (DEIA) landscape. Drawing on interdisciplinary system literature, I first trace the narrative logics that organize DEIA discourse, attending to how retrenchment operates through recursive patterns that normalize anti-Black constraint across policy and practice. I then theorize “reading against the grain” as a method for apprehending what exceeds these loops. Through a close reading of Fire!!, I argue that Black cultural production formed outside dominant registers functions as a mechanism for interrupting coherence, exposing the epistemic architectures that structure society and the Human while gesturing toward other modes of existence. Full article

This paper interrogates exclusionary discipline as a carceral practice for Black girls disproportionately exposed to adverse childhood experiences (ACEs) in Tennessee. Using 2017–2018 data from the Office for Civil Rights and the National Survey of Children’s Health, we describe girls’ risk for suspensions, access to school support staff, and girls’ exposure to nine types of ACEs. Findings show Black girls in Tennessee had 4.22 times the risk of receiving a single out-of-school suspension and had 2.28 times the risk of being arrested compared to all other girls. Black girls in TN also had a higher risk for six out of nine ACEs, with a statistically significant ACE of parental divorce. We posit that the disproportional discipline and ACEs that Black girls experience are rooted in structural inequities that undergird the abuse-to-prison pipeline. We suggest that eradicating the adversity-to-prison pipeline requires schools to view ACEs as systemic harm, not personal deficits, and adopt intersectional, healing-focused reforms led by school social workers. Full article

Amidst the protracted socio-political volatility of Thailand’s southern border provinces, youth have emerged as pivotal agents of social architecture rather than mere passive observers of conflict. This study investigates Emotional Intelligence (EQ) not merely as a personal trait, but also as a critical psychosocial infrastructure for peace. Adopting a qualitative lens through in-depth interviews and focus groups with youth leaders, the research elucidates how EQ functions as a strategic mechanism for identity negotiation and intergroup reconciliation. The findings delineate five cornerstone competencies: acute self-awareness within structural constraints; emotional regulation as a safety stratagem; collective resilience-driven motivation; multicultural empathy as a catalyst for prejudice reduction; and non-violent communication. These attributes empower youth to undergo a profound transformation from victims of circumstance to proactive peacemakers. By bridging the internal emotional landscape with external social stability, the study argues that fostering emotional maturity is fundamental to communal resilience. From an educational standpoint, the paper advocates for the systemic integration of Social and Emotional Learning (SEL) to cultivate collective emotional capital. Such a pedagogical shift—moving toward human security-centered curricula—is essential for fostering sustainable coexistence in multicultural, high-pressure environments. This study situates Emotional Intelligence within the framework of peace education, conceptualizing it as a psychosocial foundation for fostering relational peace, emotional resilience, and sustainable coexistence in conflict-affected contexts. Full article

Firearm homicide is a leading cause of death among children and young men in the U.S. (ages 1–19), with young Black males in urban environments facing rates 18-to-24-fold higher than their non-Hispanic White peers in 2023. A key precursor to firearm violence victimization is weapon-carrying behavior (WCB), defined as carrying, concealing, or displaying firearms or other weapons in community or social contexts that elevate risk for injury, interpersonal threats, or law enforcement contact. Several structural, behavioral, and trauma-based risk factors fuel weapon-carrying. Yet these WCBs are rarely studied in tandem, leaving a critical gap in our understanding of these high-risk behaviors for youth. This cross-sectional study leveraged baseline data from a convenience sample of 226 violence-exposed urban young Black males, ages 15–24 (M_age = 18.3 years; SD = 3.1) enrolled in a trauma-informed digital firearm violence prevention pilot study. Eligibility required prior personal or witnessed experience of youth violence; reported prevalence therefore characterizes a high-risk subgroup rather than urban young Black males as a whole. Past-30-day weapon-carrying frequency was measured across five YRBS-aligned categories (0, 1, 2 to 3, 4 to 5, and 6+ days) and modeled as a categorical index under negative binomial regression. Associations with peer and community violence exposure, substance use, sociodemographic, and socioeconomic factors were estimated as incidence rate ratios (IRRs) with 95% CI. Past-30-day weapon carrying was reported by 42.5% of participants, with carrying frequency ranging from 1 day to 6 or more days. Participants reported high levels of direct victimization (64.8%), witnessing community violence (76.4%), and use of nonprescribed medications, including in instances preceding violence. In the fully adjusted model, indicators of violence exposure were the most consistent correlates of carrying. Direct victimization (IRR = 1.15, p < 0.05), general exposure to violence or aggression (IRR = 7.82, p < 0.01), and physical fighting (IRR = 1.11, p < 0.05) remained independently significant. Conversely, associations with substance use, dating aggression, and employment were attenuated, suggesting shared ecological vulnerability rather than independent causal pathways. Findings underscore the central role of chronic violence exposure and support the need for trauma-informed, multilevel prevention strategies in clinical and community settings. Full article

Although mentoring programs have been utilized to increase access to STEM in underrepresented communities, there is limited research on the culturally responsive mentoring practices that are needed in high-quality STEM mentoring programs for youth. Grounded in culturally responsive pedagogy and youth mentoring literature on cultural humility, this study examined the culturally responsive mentoring practices of scientist-mentors who work with racially minoritized adolescent mentees from low-income urban communities. Retrospective self-report surveys were administered to 142 scientist-mentor alumni followed by in-depth qualitative interviews of a subset of 35 scientist-mentor alumni. Data analysis revealed three culturally responsive practices that scientist-mentors utilized in their interactions with youth: (a) social-emotional support, (b) role modeling, and (c) youth-oriented science communication. Serving as mentors to youth in the community and spending time with them shifted the mentors’ mindsets. Specifically, mentors showed an increased (a) awareness of inequities in education and (b) commitment to continue engaging with communities. Implications for future research and mentoring program practice are discussed. Full article

Understanding how socioemotional concerns evolve during emerging adulthood is central to research on young people’s psychological adaptation. This study examines temporal shifts in university students’ communication-related concerns across twelve consecutive cohorts (2014–2025) at a European university. Using a repeated cross-sectional mixed-method design, the study analyses nearly 800 student-generated questions from 543 first- and second-year students collected at the beginning of a communication psychology course. Inductive thematic coding, combined with χ² tests and trend analyses, identified temporal patterns in thematic frequencies. Results show a significant increase in concerns related to emotion regulation, stress management, and conflict resolution, alongside a decline in abstract self-development and understanding others. These findings suggest a shift from exploratory, cognitively oriented priorities toward more pragmatic, emotionally grounded coping concerns among emerging adults. From a developmental perspective, early university adaptation increasingly centers on self-regulation and interpersonal boundary management. The study demonstrates how reflective data can serve as indicators of changing socioemotional needs, contributing to research on young people’s adaptation, wellbeing, and developmental processes during the transition to adulthood. Full article

This study addresses declining social trust and emerging moral challenges among youth in Thailand’s conflict-affected southern border provinces by developing a strategic framework grounded in the Philosophy of Sufficiency Economy (SEP). A quantitative approach was employed, integrating the Modified Priority Needs Index and Priority Matrix analysis to examine discrepancies between current performance and perceived importance. The findings reveal differentiated patterns of moral development. Discipline and Responsibility are identified as a high-priority need, reflecting high importance but comparatively lower performance. Gratitude and Filial Piety, together with Kindness and Generosity, emerge as established strengths, functioning as cultural assets. Unity and Social Harmony and Social Sacrifice are classified as secondary yet contextually significant dimensions, indicating partial internalization. Based on this classification, the study proposes a differentiated strategy comprising targeted self-regulation development, strength-based reinforcement, and experiential activation through service-learning and multicultural engagement. Central to this approach is the creation of “multicultural social action spaces” that enable meaningful interaction across diverse groups. The findings suggest that aligning moral education with matrix-based priorities and contextual realities may support ethical resilience, social cohesion, and sustainable peace in pluralistic and conflict-affected societies. Full article

Background: Understanding firearm ownership and acquisition practices may provide insight into how youth access firearms and develop norms around ownership. Methods: Using a mixed-methods, participatory approach, we examined motivations for firearm ownership, perceptions of responsible ownership, acquisition methods, and associated safety behaviors among adults and youth. Semi-structured interviews were conducted with 249 youth and adults who were firearm owners or lived in high-violence areas. Surveys were completed by a community-based sample of 122 youth and a national sample of 446 adult firearm owners. Results: Across qualitative and quantitative data, protection and hunting were the most common reasons for firearm ownership among adults and youth, and gun or sporting goods stores were the most frequently reported acquisition source. Adult definitions of responsible ownership emphasized secure storage, firearm handling proficiency, concealed carrying, and educating others. Latent class analyses identified three classes of ownership motivations and four classes of acquisition methods. Class membership varied by demographic characteristics and firearm-related behaviors, including storage and carrying practices. Conclusion: Overlapping motivations and acquisition pathways among adults and youth, along with class-based differences in storage and carrying behaviors, suggest that adult firearm practices shape youth exposure and access. Efforts to reduce youth firearm harm should prioritize promoting secure storage and responsible acquisition among adult firearm owners, particularly within groups with levels of risk. Full article

The increasing use of digital technologies (DT) among university students has raised concerns about their associations with mental health (MH) and academic performance. Grounded in the Diversity in Learning (DinL) framework, this cross-sectional study examines how age and sex moderate the relationships between DT use, MH indicators, learning-related psychological difficulties, and academic outcomes. Data were collected through an online questionnaire administered to 4519 university students in Chile. The survey included self-reported measures of MH indicators and learning-related psychological difficulties (bad mood/irritability, anxiety, lack of motivation, attentional difficulties, and low achievement expectations), as well as academic performance and frequency of use of digital tools (social media, smartphones, gamification and collaboration applications, and asynchronous classes). Descriptive analyses, ANOVAs, and multiple regression models were employed. Results showed that younger students reported more frequent use of gamification apps, social media, and smartphones, as well as higher levels across all mental health issues and learning-related psychological difficulties. Social media use and particularly smartphone use emerged among the DT variables as the strongest predictors of MH problems and learning difficulties, with age significantly moderating these relationships. These predictors were significant for both young female and male students, although stronger associations were observed among females. Female students reported higher levels of MH problems (especially anxiety), as well as greater use of social media and smartphones. However, neither social media use nor smartphone use showed a consistent negative relationship with academic performance. Overall, these findings highlight the importance of considering age and sex differences when examining the links between digital engagement and student well-being. They also underscore the need for targeted interventions to promote healthier digital habits and emotional regulation strategies, particularly among higher-risk groups. Full article

While Mongolian university students have been exposed to rapid sociocultural changes, also shifting their sexual norms and substance use behaviors, there is limited empirical evidence on them. Therefore, we examined associations between substance use (smoking, drinking, illicit drug use), sexual behaviors (sexual intercourse, casual and unprotected sex), sexual beliefs, social support, and psychological factors (self-efficacy, optimism, and general well-being). Using a cross-sectional design, we employed self-administered online questionnaires in a sample of Mongolian undergraduate students (N = 396; aged 18–24 years; 49.2% males). More than 62% reported ever drinking, 40.4% ever smoking, 23.0% illicit drug use; 64.9% was the lifetime prevalence of sexual intercourse, 41.2% reported engagement in casual sex, and 29.5% had engaged in unprotected sex. Differences by sex were significant with a higher prevalence among males, except for current illicit drug use and unprotected sex. Substance use was significantly associated with an increased likelihood of having sexual intercourse and participating in casual sex. While higher levels of well-being, self-efficacy, optimism, and social support from family and friends were significantly linked to ever being engaged in sexual intercourse, these positive constructs did not prevent them from risky sexual behaviors. Sex differences in substance use, sexual behaviors, and beliefs support the influence of the prevailing social expectations and traditional gender role perceptions in Mongolia. These findings emphasize the importance of comprehensive health education and supportive psychosocial environments. Full article

Two-spirit, lesbian, gay, bisexual, transgender, queer, and questioning (2SLGBTQ+) youth disproportionately experience homelessness compared to cisgender and heterosexual youth; however, there is a distinct lack of population-based housing programs designed to meet their specific needs, particularly in suburban contexts. This study applies the socio-ecological model to examine the multi-level factors shaping the experiences, needs, and housing trajectories of 2SLGBTQ+ youth residing at the Blue Door INNclusion program—one of the first population-based housing programs for 2SLGBTQ+ youth in a suburban region of Ontario, Canada. Drawing on semi-structured interviews and survey data with residents of the Blue Door INNclusion program, we explore youths’ pathways into homelessness, their experiences during program participation, and their transitions toward independent living. Analysis focuses on how intrapersonal, interpersonal, organizational, and structural factors shape youths’ experiences of safety, belonging, and access to supports, as well as changes in mental health, social connections, employment, and education over time. Findings indicate that pre-entry experiences, including family rejection and housing instability, shaped youths’ needs and engagement within the program. Across socio-ecological levels, affirming relationships, inclusive organizational practices, and access to tailored supports were central to fostering safety and belonging. Over time, youth described improvements in mental health and social connectedness, alongside increased engagement in education and employment, while structural challenges such as financial precarity continued to influence their transitions toward independence. By situating youths’ experiences within a socio-ecological framework, this study offers theoretically grounded insights into the multi-level conditions that support housing stability and well-being among 2SLGBTQ+ youth in suburban transitional housing contests. Full article

Amid concerns over the unequally distributed long-term consequences of the COVID-19 pandemic for children and schools, there is a renewed focus on mechanisms to promote positive wellbeing and restore social connections among Black students. As teachers are lauded as critical in supporting student well-being, their perspectives may help to better understand the impact of the COVID-19 pandemic for Black students and leverage the contributions of families and communities to support students’ needs. Using interviews with teachers, we examined the following aims: (1) Investigate the mental health challenges Black students experienced following the COVID-19 pandemic, and (2) Identify school-wide efforts to support resilience. Participants in this study included 15 teachers nominated by their principals and colleagues for demonstrating excellence in supporting Black students. Teachers described their Black students as experiencing (1) ongoing mental health problems, (2) disengagement from school, and (3) relearning how to socialize. To promote social connections and wellbeing, teachers described how their schools reinvested in connection and prioritized equitable access and use of technology. Understanding the unique mental health challenges Black youth face is critical for cultivating pathways towards resilience following the COVID-19 pandemic. Results contribute to the continued investigation and intentional promotion of equity and cultural responsivity when supporting Black students’ wellbeing. Researchers and educational shareholders can work to create and maintain socially and emotionally supportive environments that promote mental health by learning from the experiences of Black students and the teachers that support them. Full article

Co-design is a term commonly used to describe involving people with lived experience in program, policy, and research design and its outcomes. However, the implementation of co-design is inconsistent due to a lack of an agreed-upon definition, framework, and set of principles for application. In this paper, the co-authors, as practising policy advocates and co-designers, aim to develop a set of guiding principles for genuine co-design with children and young people with disability in Australia. The paper first synthesises the existing Australian evidence from youth and disability scholarship, best practice approaches, and case studies of co-design projects recently undertaken where the co-authors are based at Children and Young People with Disability Australia, and then validates this evidence base through collaborative autoethnographic reflections of the co-authors’ collective experience in a co-design team. Drawing together themes and insights from this process, we propose four relationally driven guiding principles for genuine co-design that can be applied in Australian as well as international settings: 1. personalised: building trust and safety over time; 2. holistic: embedding co-design across the project lifespan; 3. reflexive: considering and sharing power; and 4. inclusive: prioritising accessibility and diversity. We end with final critical reflections on addressing power relations and ableist structures in genuine co-design with children and young people with disability. Full article

Firearm-related injuries are the leading cause of death for children, adolescents, and young adults in the United States, yet empirically evaluated court-based intervention models targeting firearm offenders remain rare in the peer-reviewed literature. This exploratory pilot study evaluates the implementation and pilot outcomes of the Violence Intervention Program (VIP), a court-based specialty docket designed to address gun violence through a trauma-informed, multidisciplinary model. This descriptive pilot evaluation utilized administrative court records, program data, and clinical service logs among 77 enrolled participants with felony-level, non-violent gun-related charges. Participants were entirely male, majority Black (87%), with a median age of 22 years, and primarily residents of high-poverty Cleveland, OH neighborhoods. Descriptive statistics and independent-samples t-tests were used to compare service utilization and drug screen outcomes between program participants who successfully completed and those who were unsuccessfully terminated from the program. Successful completion was contingent upon fulfillment of three program phase requirements, including consistent adherence to court-mandated supervision and active engagement in clinical and program services. Of 48 participants who exited the program during the pilot period, 34 successfully completed (67.3%). The one-year recidivism rate was 29.5%. Successful program completers received significantly higher monthly peer mentorship services than those who were unsuccessfully terminated, while counseling dosage and drug screen results did not significantly differ between groups. Findings suggest that multidisciplinary, trauma-informed, court-based models can safely intervene with justice-involved young adults and may serve as a replicable public health strategy for reducing gun violence. Full article

The present qualitative study explored perspectives from youth, caregivers, and community partners who lived in or worked with organizations that served two low-income, urban communities exposed to disproportionate rates of firearm violence. The purpose of the study was to (a) identify changes that community members and community partners would like to see in terms of safety, (b) compare the similarities and differences in responses across the three participant groups. Youth (n = 11), caregivers (n = 20), and community partners (n = 41) participated in semi-structured interviews as part of a larger study evaluating community strategies to reduce community-levels of youth violence. Perspectives on changes related to safety were represented across four themes: (1) Changes to policing, (2) Increasing safety, (3) More opportunities for youth and family programs and activities, (4) Structural and resource investments in communities. Overall, qualitative findings offered a context-specific picture of desired areas for change to improve community safety. The results contribute to a framework for community mobilization and have implications for the development of comprehensive community violence prevention initiatives. Full article