Based on these findings, the authors posit academic performance may be a predictor of adolescents’ mental health status; and conversely, mental health may not be a predictor of adolescents’ academic performance. However, based on the purpose of this study, a scoping review methodology was the best approach due to the wide body of literature that has not been comprehensively reviewed. Third, there were differences in perceived support and outcomes depending on the ethnicity and race of the youths.

Section 9: Mental, Emotional, and Behavioral Health

These experiences can significantly impact their well-being and educational progress. Through these programs, a youth gains personalized guidance and support from mentors who offer academic advice, career insights, and personal encouragement. This impactful experience https://www.thenationalcouncil.org/event/southeast-ccbhc-learning-community/ is one that can foster a youth’s education, career, and a walk towards a better future. What are some real experiences of youth who access YESS and their approach to education?

Positive Youth Development: Best Activities & Training Programs

Some of the studies that focus on meaningful learning experiences also explored how such experiences can be organized in school. Together, the studies mentioned in this section suggest that meaningful learning experiences may make it easier for adolescents to link their already present self-understandings to the learning contents and activities in school and vice versa. Additionally, in theoretical papers that employ sociocultural (Lemke 2001), combined (Whiting 2006), or no explicitly mentioned (Higgins 2015; Steele 1997) perspectives on identity development, it is argued that learning experiences are considered to be meaningful when adolescents recognize themselves in the learning material and content.

Similarly, some schools have adopted the sociocratic method with the aim of being able to hear all voices and going beyond majority rule, emphasising the common good, responsibility, and the consequences of decisions made. Similarly, democratic schools share with Apple and Beane (1995) that “democratic planning is not about making use of the right to vote, but about the convergence of different points of view and the search for a balance between particular interests” (p. 25). The democratic participation of children must be considered from the viewpoint that all freedom is finite, and must also be viewed in relation to the coexistence and safety of everyone in the educational environment. As the examples in this chapter will illustrate, moving beyond the old educational models is essential if we are to repair both our minds and the world we live in.

• In addition, the lack of association for racialized LGBTQ youth suggests how peer support may be overshadowed by other (non)-LGBTQ concerns (e.g., victimization based on ethnicity, lack of family acceptance due to cultural norms and stigma towards LGBTQ identities).
• However, we suggest that students from priority education backgrounds tend to feel prestige in their mother’s eyes which contributed marginally to their sense of school belonging.
• Under the Swami Vivekananda Yuva Sashaktikaran Yojana, nearly 49.86 lakh tablets and smartphones have been given free to students.
• Current research on curriculum support highlights variance in the implementation of LGBTQ-inclusive curriculum.
• The goal of this study is to systematically explore the positive support systems available for LGBTQ youth, further exploring other potential social support systems, beyond supportive adults, that are present in schools to mitigate the risks for LGBTQ youth and promote positive outcomes.
• Future reviews should include the search strategy to account for an intersectional approach to the 2SLGBTQ+ community.

UP Budget Focuses On Jobs & Youth Support, Large Hiring And Skill Push Highlighted

In all, 623 middle-school students (aged 11–16) from either a privileged or priority education area participated in this study. Organized sports and sports-based interventions are effective strategies for positive youth development. Like positive psychology, positive youth development encompasses a strengths-based approach where skills are fostered. As outlined in the Guidance tab, learning mentors support students who are engaged with Youth Justice. The following resources complement the Guidance by summarising key actions and providing materials to support schools and settings in communicating with young people in youth justice and their families and carers. School-Wide Positive Behaviour Support provides a framework that brings together school communities to develop positive, safe, supportive learning cultures and can support in the establishment of trauma sensitive learning environments.

Creating a positive school climate based on strong relationships provides a bedrock for learning. In a recent national survey, only 30 percent of high school students rated their school culture positively. Integral to such an alliance is an ethics-based curriculum that recognises the diversity of students’ lived experiences and offers alienated youth opportunities to be heard and taken into account. Finally, writing in the backdrop of the highly marketised education system in Australia, Zipin, Brennan and Trevorrow map and trace how elements within social-structural as well as policy contexts encourage schools to differentiate among young people in socioeconomically marginalised communities.