Youth

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

The vulnerability of many Pacific communities is impacted by rising sea levels and exposure to extreme weather patterns. This qualitative research study was conducted with focus groups of Māori and Pacific youth in Aotearoa New Zealand. I am a Pacific researcher, and I examine research and report on findings from Pacific youth focus groups. Employing a Talanoa methodology, a key question posed was how educators in Aotearoa New Zealand supported the wellbeing of Pacific youth in the face of increasing climate extremes within their schools and communities. Engaging a Pacific values framework, this discussion emphasizes the critical role of teachers and education in eliminating concerns, working collectively, listening respectfully, and collaborating with Pacific youth in confronting the complexity of issues surrounding climate change, thereby creating a shift from a position of despair and helplessness to a place of hope and optimism. Findings from the study reveal that, in the education sector, climate change is not well addressed, teachers could do more to acknowledge and address climate crises faced in the Pacific region in the curriculum, and little attention is paid to the wellbeing of Pacific youth facing climate change in the Pacific. An implication is that teachers need to support Pacific youth and understand that education about climatic variance affects Pacific learners’ wellbeing. Full article

Emotion regulation (ER) is associated with various mental health issues. However, a de-tailed understanding of the underlying processes is important for developing targeted interventions for common mental health problems, such as anxiety and depression. Limited research has focused on these processes among emerging adults, a group that has shown a marked increase in mental health difficulties. The aim of this study was to examine whether rumination and worry, as forms of perseverative thinking, mediate the relationship between ER and symptoms of depression and anxiety in emerging adulthood. A two-wave longitudinal design was employed. The sample included 286 university students (80.4% female; M_age = 20.3, sd = 1.7). Mediation and moderation analyses were conducted in PROCESS. The results indicated a full mediation between ER and anxiety, where only worry emerged as a significant mediator. The relationship between ER and depression was both direct and indirect, mediated only by rumination. However, after controlling for all baseline values, all paths became nonsignificant, suggesting that the results may reflect stable between-person differences rather than within-person change. The moderation analysis revealed that the highest levels of depressive symptoms were observed among participants with simultaneously high levels of ER difficulties, rumination, and worry. The results suggest that preventive programs focusing on reducing perseverative thinking could play a key role in promoting better mental health outcomes in emerging adulthood. Full article

Puberty health and sex education (PHSE) curricula are not comprehensive or inclusive towards gender-independent, intersex, non-binary, or transgender (GIaNT) youth. A majority of this population seeks this information in online settings. Over the past two years, our research team, in collaboration with GIaNT communities, has developed an open-access online educational resource (OER) intending to bridge this gap in comprehensive PHSE for GIaNT youth in a gender-affirming, fun, and interactive way. After the OER was developed, our team recruited participants (aged 16–26) to navigate our website and complete a multi-method survey to gain their feedback, insights, and perceptions on this new OER. The survey responses indicated two key themes for the development and use of the OER: facilitators and strengths, and areas for improvement. The findings from this study were used to better meet the wants and needs of this population vis-à-vis changes to be made to our OER before its public launch for open-access, free use. Full article

This study examined how youth sport coaches support positive youth development (PYD) through their pedagogical practices, focusing on the following key PYD outcomes: Competence, Confidence, Contribution, and Character. A total of 113 youth sport coaches were systematically observed, involving athletes aged between 12–18 years. The coaches (M = 38.64 years; Male = 74; Female = 39) represented both individual and team sports and had an average coaching experience of 12.92 years. Our results showed that coaches put the most effort on Competence, followed by Confidence, while Character and Contribution received comparatively less attention. Competence development was mainly supported through verbal instruction, Confidence through general feedback, Contribution through active listening, and Character through role modeling. Regarding sport types, coaches in individual sports demonstrated higher levels of Competence and Contribution than team sport coaches. Furthermore, all four PYD dimensions were positively correlated, suggesting that gains in one dimension may support the others. Overall, Hungarian coaches emphasize technical and tactical competence, with less focus on social skills and value development. Confidence is mainly supported through general rather than specific feedback. Coaches in individual sports showed higher PYD engagement than team sport coaches. These findings highlight the need for more balanced, developmentally intentional coaching approaches. Full article

The college access policy landscape across Alabama, U.S., has gained traction in K-12 schools and higher education institutions over the last few years. In Spring 2021, the Alabama State Board of Education approved a resolution to require all seniors to complete the Free Application for Federal Student Aid (FAFSA). In Fall 2025, the state began implementing its Alabama Direct Admission Initiative, a partnership between dozens of 2-year and 4-year in-state institutions to streamline college application processes for all seniors. Advocates of both anticipate an increase in college enrollment, particularly for students who have previously faced issues with financing postsecondary education. Despite such policies and initiatives, Black, rural students in Alabama still face unique challenges to college access. This paper addresses the following questions: How do Black, rural students access postsecondary education in Alabama? How do Black, rural students perceive and experience college access policies? What role does policy enactment play in Black, rural students’ college access experiences? Using a multi-site case study approach, we present insights gleaned from 16 virtual focus groups with students across five higher education institutions in Alabama. Findings from this study highlight how Black, rural students engage in three types of labor associated with college-going: assessment labor, simulation labor, and capacity-building labor. Full article

A sense of school belonging predicts NEET outcomes for adolescents. However, young people from marginalized groups often have a lower sense of school belonging than their majority peers. Emerging understandings of belonging as a complex, agentic process shaped by multiple relational, contextual, cultural and structural factors have posed problems for real-world applications of belonging. NEET young people tend to be viewed through a lens of risk factors, with a lack of research accounting for their experiences and feelings. While recent research recognizes the intersectional effects of disadvantage, or ‘compound disadvantage’, on NEET outcomes for young people from certain social groups, there is a lack of viable alternatives for educators and policymakers to account for these differential experiences of belonging in order to be able to respond to them. Connected Belonging is a relational and identity-building approach to enhancing young people’s wellbeing through supporting their connectedness and sense of self across the eight social domains of their lives. This paper outlines the development and validation of a young people’s survey, which enables education professionals to attend to and respond to the differing belonging experiences of diverse groups, operationalizing an intersectional lens on school belonging. After introducing the views of young people about systemic priorities to better support their engagement in education, training or work (EET), gathered through a youth voice event as part of a parallel research project, the paper outlines the process of developing, piloting and validating the tool. We argue that this survey tool has the potential to support improved attention to the views and experiences of diverse young people in a systematic, regular fashion. Furthermore, it offers potential for the evaluation of supportive actions grounded in youth voice. Full article

Politics and policy are centrally implicated in the socio-historical construction of youth justice responses, yet the contexts, mechanisms, and processes influencing the ‘making’ of youth justice policy remain under-researched and poorly understood. The limited research evidence base devoted to youth justice policy-making (YJPM) has tended towards reductionist conceptualisations of ‘policy’ as restricted, static outcomes produced by governmental policy ‘actors’. However, privileging the YJPM status and role of senior governmental policy actors serves to reify their claims to being the ‘expert’ youth justice knowledge holders. This legitimises their exercise of power and ‘governance’ over non-governmental groups (e.g., civil servants, frontline practitioners, and academics) by dominating knowledge creation and claims to expertise in policy-making contexts. This research, therefore, seeks to identify and elaborate these complex, relational, and dynamic contexts and the attendant mechanisms of change that interact to drive YJPM. Semi-structured interviews with different stakeholder groups across youth justice contexts identified distal (macro) and proximal (meso/micro) contexts—mechanism relationships that drive YJPM. We conclude that the dynamic influence of organisational and professional identity (i.e., self-identity and identity assigned to others) is significant across contextualised mechanisms of YJPM, particularly the perceived identity, status, and role of the expert who attributes the credentials to contribute effectively to policy-making processes. This, in turn, leads us to discern and discuss three distinct characterisations of the youth justice policy–evidence–expertise nexus, namely: (i) evidence-endorsed policy; (ii) evidence-based policy; and (iii) evidence-enhanced policy. Full article

There is a mental health crisis among young people in Canada, suggesting a need for evidence-based, community-engaged strategies to strengthen the youth mental health workforce. This study explores the learning and professional development outcomes of participation in the National Youth Council (NYC) of Kids Help Phone (KHP), Canada’s only “national 24/7, free, confidential, and multilingual e-mental health service, blending technology with the empathy of clinical experts”. We surveyed and conducted focus groups with current and former NYC members to identify professional development outcomes associated with council participation. The results suggest that involvement in the NYC fostered professional skill-building, increased interest in mental health and youth-facing careers, improved civic engagement, and created a sense of empowerment and belonging. Barriers to full participation in youth councils included imposter syndrome, limited regional access to in-person activities, and limited representation from certain geographic areas (e.g., the Territories). These findings highlight the potential of youth advisory councils to support youth professional development, while emphasizing the importance of integrating structured mentorship and equity-focused practices into youth engagement models. NYCs may therefore serve as promising venues for strengthening the future youth mental health workforce. Full article