I Will See YOU in São Paulo!

On Monday I am flying to São Paulo, Brazil, to talk about my philosophy and practice through CommonAction, including SoundOut and The Freechild Project. It all began a few years ago, when Lilian Kelian contacted me. Working with a program called Jovens Urbanos (Urban Youth), Lilian asked if they could translate some of my publications and use them in the cities they work, São Paulo , Pouso Alegre, and Serra. Happily agreeing, I looked forward to seeing the finished product.

This summer, Lilian contact me again to invite me to come to Brazil and help spread the word about the publications and the ideas behind them. I am leaving Monday to spend next week in São Paulo!

Hosted by CENPEC, my trip is being sponsored by Fundação Itaú Social, a large foundation in Brazil. Among other things, I am facilitating a workshop and speaking at a conference. The conference, Seminário Internacional: Educação + Participação = Educação Integral, will be broadcast live online on Friday, November 14.

Here’s the poster for my workshop on Wednesday, November 12. I’m going to post things occasionally throughout the week. I am very excited for this opportunity, and I’m really looking forward to meeting people, sharing ideas and learning a lot while I’m there! What an opportunity! Woohoo!

 

Adam Fletcher in São Paulo

 

The Practice of Youth Engagement by Adam Fletcher

Adam Fletcher’s book, The Practice of Youth Engagementis his most comprehensive work yet, covering theory, activities, reflections, critical thinking and more about the practice and research related to youth today.

In ten chapters, Adam examines 10 practices that integral to youth engagement: 1. Learn The Basics Of Youth Engagement; 2. Name The Reasons For Youth Engagement; 3. Plan For Youth Engagement; 4. Build Youth Engagement; 5. Take Action For Youth Engagement; 6. Assess, Reflect And Celebrate Youth Engagement; 7. See How Youth Engagement Stops; 8. Think Critically About Youth Engagement; 9. Sustain Youth Engagement, and; 10. Engage Adults In Youth Engagement.

He also shares a number of additional tools focused on youth engagement, including the Youth Engagement Assessment Tool; A Short History Of Youth Engagement In The United States; a comprehensive glossary; A Short Introduction to Youth Engagement; and the Youth Engagement Workshop Guide.

There’s a complete bibliography with more than 300 citations of works around the world, as well as the writing that has influenced him most over the years.

Order your copy today!

 

About the Author

An internationally-recognized consultant and speaker focused on student voice​,​ author​ Adam Fletcher has worked with schools, education agencies, and other organizations across the United States and Canada. ​He is the author the SoundOut Student Voice Curriculum, Student Voice Revolution: The Meaningful Student Involvement Handbook and The Guide to Student Voice. His writing has also been published in education journals and magazines around the world.
 

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Youth-Adult Relationship Spectrum

Youth-Adult Relationship Spectrum

 

I have seen three primary ways adults relate to youth, no matter whether the relationship is parenting, teaching, or policing. The first way is over-permissiveness; the second is responsible; and over-restrictive. Before I explain these, its important to remind you that I’m an adult and these are my opinions; a young person and other adults surely will see things differently.

Over-permissive relationships between children, youth and adults allow young people to do whatever they want, whenever they want, wherever and however they want. Disregarding the longer term effects of how young people relate to adults, over-permissiveness can incapacitate young peoples’ ability to successfully relate to the broader society around them. By allowing too much freedom, these relationships give children and youth “just enough rope to hang themselves” by extinguishing their inherent away their sense of purpose and belonging throughout the larger society in which we all belong. Based in a well-meaning notion of equality between young people and adults, these relationships conveniently relieve adults of the burden of responsibility in parts or all throughout the lives of young people. They often happen to encourage freedom.

Over-restrictive relationships between young people and adults override the decision-making capabilities of children and youth and disable their inherent creativity in order to assure adults’ sense of authority, protection, and ultimately, ownership over young people. By discouraging young people from experiencing the freedom and ability they need in their natural learning process as well as throughout their social and familial worlds, these relationships can take away enthusiasm and unfettered joy, only to replace it with rigidity and structure. Over-restrictive relationships enforce inequality between children and youth, and occur by adults enforcing their power with heavy-handed education, tight schedules and severe rules, and harsh punishment. They often happen to encourage safety.

Responsible relationships between children, youth and adults are based on trust, mutual respect, communication, and meaningful interactions. Positioning each person as an evolving member of a broader society, they identify roles, opportunities and outcomes that benefit every person in uniquely appropriate ways while holding the greater good ahead of individualism. These relationships occur when adults consciously decide to foster equity throughout the lives of young people by intentionally acknowledging each others’ according abilities, fostering deliberate opportunities and continually embracing the evolving capacities of children and youth throughout their lives, starting when they are infants. Responsible relationships nurture appropriate attachment and encourage interdependence between young people and adults. They often happen to foster democratic sensibilities.

I have not met one adult who is constantly and consistently one of these ways with all young people all of the time. This isn’t meant to provide a puzzle for people to fit together the individual pieces, either. Instead, by showing a spectrum I meant to show that each of us can be any of these at many points throughout our lives.

Share your thoughts in the comments section!

Engaging Youth Locally

Its important for all of us to balance our talk with our walk. Since I started writing this blog back in 2007, I’ve worked with a lot of different organizations to promote youth engagement. I’ve done it as a consultant, as a nonprofit staff member, as a state government worker, and in a few other capacities too. I think its important to keep my feet on the ground, even if my head is in the clouds!

Today is an example of my practice. Consulting the City of Olympia, I’ve been running a project focused on youth involvement in a new city park located in downtown. Its atypical for a number of reasons, primarily among which are its location and the users there so far. Sited around a popular artesian well, the park is essentially a slab of asphalt packed between two single story buildings. A cool design element in the form of a mosiac has been placed, but City investment in the space has been minimal so far.

Drawing together several youth engagement practitioners a few weeks ago, I gathered a massive list of wants that would encourage these organizations and programs to use the space in an ongoing fashion. That would populate the park with regular, pro-social values that would more accurately reflect Olympia’s values. However, that’s not the whole solution.

I’m facilitating an All Youth Forum in the park today. We’re expecting dozens of young people, and I’m looking forward to a simple, straight-forward conversation. I’ll report on that tomorrow. For now, here’s the flyer I designed for the event today:

Olympia All Youth Forum flyer

We CAN Solve Youth Apathy

apathy

A lot of employers think youth today are apathetic. Reading the news, surfing social media, and watching tv and the movies leaves them with the impression that young people are shiftless, with no momentum to move forward into the brave new future that’s waiting for them. Adults who around with youth everyday can be most worried, since our children, students, clients, and young employees can show our worst impressions are true.

What You THINK Youth Apathy Is

Educators often see youth apathy as…

  • Indifference to learning opportunities
  • Not applying oneself in the classroom
  • Consistently being late or skipping classes
  • Treating the future in a lazy way

Parents may see youth apathy as…

  • Not paying attention to present or future activities
  • Walking away from opportunities parents present
  • Zoning out with drugs, alcohol, sex, or electronic devices
  • Lack of interest in the family or household

In the workplace, managers may think youth apathy looks like…

  • Lack of appreciation for the job they are being hired for
  • Dressing in inappropriate ways
  • Not meeting basic performance expectations
  • Showing a blatant lack of ambition for advancement opportunities
  • Seeming indifferent to managers’ expectations
  • Not performing at the highest levels
  • Consistently showing up unprepared or late for work
  • Quitting

As customers, businesses might see youth apathy as…

  • Indifference to new products or services
  • Lazy usage of products
  • Lack of interest in paying more for premium products or services
  • Non-loyalty to brands, services, products, or locations

However, all of these characteristics are genuinely misdiagnosed. Instead of being an active choice deliberately made by young people, youth apathy is generally a conditioned response to a set of stimulus presented to them throughout their childhoods.

10 Ways Youth Apathy Happens

The way to solve youth apathy is to see what youth apathy actually is: A conditioned response that is trained into the hearts and minds of young people from the time they are small children. Responding to their feelings of disappointment, dejection, and stress, young people become apathetic to economics, either as employees or consumers. The way to solve youth apathy is to address these feelings.

Youth apathy happens like this…

  1. Growing Childhood: As children, all of people have natural inquisitiveness and are deeply engaged in the world. They use this inquisition to gain skills, and our engagement builds relationships with the people, objects, and activities they are part of.
  2. Living at Home: While being raised by parents or caregivers of all stripes, the natural desires young people have are channeled towards accomplishing adults’ goals in addition to their own. The best of these experiences ensures young peoples’ investment in the process and ownership over the outcomes. The worst is indifferent to their responses and to the resulting apathy exhibited.
  3. Attending Schools: The willingness of youth to learn effectively intrudes in teachers’ agenda as they work to narrow our imaginations and limit our interests in order to meet prescribed agendas.
  4. Buying Things: Young people take their inherent optimism with them into the marketplace with relative ease, saving change or earning allowances in order to buy a new toy or cool shoes.
  5. Receiving Money: As we want to acquire more things and experience increasing desire for independence, we seek to acquire more money. Some get jobs while others simply ask.
  6. Getting Jobs: Many young people are not hired for jobs, soon after experiencing their first brush with substantive apathy.
  7. Feeling Disappointed: As they cannot afford the products they’re advertised, more young people develop more apathy. If they can afford the things they’re told they should want, young people can develop indifference for the value of things. Filling up their lives with material possessions, they disregard or don’t know how to meet their emotional, psychological, or physical well-being, consequently becoming apathetic about themselves.
  8. Cashing Paychecks: When they get their first job, the paychecks of many young people are sucked away into paying for their lifestyles, whether they receive money from parents or are barely scraping by on their own. This increases youth apathy by incapacitating their abilities to make a difference in their own lives.
  9. Paying Taxes: In schools and homes where the government is portrayed as evil and paying taxes towards the public good is seen as stupid, young people can feel increasing amounts of apathy. At this point, engaging in the public good can actuallybuild youth apathy and disregard for the larger world they live in.
  10. Feeling Left Behind: Increasing amounts of adult indifference to the health and well-being of young people is only promoting youth apathy, as they follow role models of all stripes and meet the expectations (or lack thereof) for them.

As Maya Angelou wrote, “We are all creative, but by the time we are three of four years old, someone has knocked the creativity out of us. Some people shut up the kids who start to tell stories. Kids dance in their cribs, but someone will insist they sit still. By the time the creative people are ten or twelve, they want to be like everyone else.” This is the root of youth apathy.

How to Solve Youth Apathy

There is no silver bullet for solving youth apathy. After more than 20 years working in communities across the US and Canada to help youth themselves, employers, social workers, teachers, parents and others to overcome this issue, I am clear on that. I’ve studied the research, talked with the experts, and workshopped with youth, and nobody has one single answer.

Instead, there are dozens of ways to solve youth apathy. Each of these ways reveals a pattern though, and through my work I’ve discovered what it looks like. Following is my Cycle of Engagement, an easy-to-follow five step process for forming sustained connections with young people that empower them to overcome apathy as workers, consumers, students, children, and citizens throughout our society.

  • Step 1: Listen to Youth. You know the drill: You’re at your desk one day, working away at an important project when a youth comes up to you really excited and says, “Hey, listen to this…” You tilt your head a little, and maybe lean towards them, but you keep doing whatever you were. You’re not really listening, are you? You might be hearing them talk, and you might even understand what they’re saying – but you’re not really thinking about it or feeling it. The difference between listening and hearing makes the difference for defeating youth apathy, and that’s where youth engagement starts—when young people have an actively engaged audience to listen to their ideas, opinions, experiences, knowledge, and/or actions. However, listening is just the first step; engagement requires more.
  • Step 2: Validate what youth say or do. You’ve heard people say it, and you might have said it yourself: “Oh, that’s really nice.” As managers, we try to say “nice” in just the right way, but to many young people it seems insincere. We think we are doing the right thing by encouraging them to move forward, but in our heads we really thinking about the time we fell flat on our face from the same approach. Instead of hiding our true thoughts, it is our job to honestly validate what young people say or do by honestly reacting to it, how we sincerely feel or think about it. If we think something will fail, we should say so to youth. Validation means disagreeing, or agreeing, or asking more questions, as honestly as we can. We shows respect for youth and respect them by explaining what we think and working together to search for alternatives.
  • Step Three: Authorize Youth. Authority is an awesome word that can be intimidating for many people, no matter what their ages. W When their skills are built and/or they’ve gotten positions that insist they rise to the occasion, young people can become active in defeating their own apathy. Managers, parents, and others can provide practical steps towards actual engagement for all youth, instead of just words. As well as the skills, we must involve young people in applicable, practical activities that are actually powerful, purposeful, and rewarding, whether at work, in school, at home, or throughout the community. As they overcome apathy by applying their new skills to practical action, youth gain the authority to make a difference.
  • Step Four: Take Action With YouthYouth engagement does not just happen and youth apathy doesn’t just go away; instead, those must be a goal that is actively worked towards. Taking action requires young people to work together with adults to make the space, place, and ability for change. That can happen at school, in the workplace, at home, and throughout their lives. Action can– and should– look different everywhere: from identifying the challenge, researching the issue, planning for action, training for effectiveness, reflection on the process, to celebrating the outcomes, youth engagement is a totally flexible tool – but it’s purpose is not. The purpose of youth engagement is always to create, support, and sustain powerful, purposeful, and meaningful communities for everyone to belong to.An important caution: action is usually seen as the most important step in this Cycle. Unfortunately, this makes positive outcomes the most important thing. For many issues, positive outcomes rarely come, or if they do, not as immediately as people would like. For many people, the next step can be the most important component of engagement.
  • Step Five: Reflect. Reflection may be the most important ongoing step to solving youth apathy, and for engaging anyone anywhere at anytime, especially youth. When young people critically evaluate and analyze their workplaces, schools, homes, or communities, learning becomes a vibrant, intricate, and powerful tool for engaging them. Reflection activities used should be appropriate for diverse youth, whether that’s simply talking, or writing, acting, creating collages, and building activities. Once you have finished reflecting with young people, take the lessons you’ve learned and use them to inform next listening activity you do with youth. That completes the Cycle and shows everyone that solving youth apathy requires ongoing effort.

Individually, these steps may currently happen throughout communities. However, when they do happen it is rare that they are connected with community development and less likely still, connected with one another. The connection of all the steps in this Cycle is what makes partnerships between community members meaningful, effective, and sustainable.

Solving Youth Apathy

This pattern I’ve found, called the Cycle of Engagement, is part of a series of patterns that emerge whenever people identify an activity as engaging. Solving youth apathy requires that we engage every young people in as many places as we can, as frequently as possible. The Cycle emerges almost anytime people say they feel an activity is meaningful. It can be intentional or coincidental, but as I’ve taught more people about the Cycle, more people report more success in engaging others. This means that youth apathy can and should be intentionally challenged.

How To Continuously Challenge Youth Apathy

Through my years of implementing and examining others’ implementation of this Cycle, I’ve discovered a few things that are essential to challenging youth apathy, no matter how it happens.

  • We ALL Need Motivation. Engaging young people without a reason or a cause is pointless. This is why the greatest marketing of our day focuses not on brands or bargains, but on movements. The greatest purpose we can have is the social good, but whatever you’re seeking to do, let young people know the purpose.
  • Engagement Requires Repetition. Going through all the steps of the Cycle once with intention leads to young people becoming engaged once. Going through it several times builds engagement, along with trust and respect, and continuously challenges youth apathy.
  • Making Meaning Solves Apathy. Activities have to be meaningful to be engaging. When working through the Cycle, understand that people will be used to meaningfulness and won’t settle for less afterwards.

The Cycle of Engagement is meant to provide employers, parents, teachers, and others with a clear process for engaging youth throughout our communities. The most important take away from this Cycle is that solving apathy requires more than simply hearing, checking-in, or talking to them. Solving youth apathy requires youth engagement, and youth engagement requires a commitment to movement. This Cycle shows how that can happen.

Summary

Youth apathy is not an unsolvable issue. It requires strategy though, and here is what I’ve laid out in this article:

  1. Acknowledge what you think youth apathy is.
  2. Recognize what youth apathy actually is.
  3. Identify the places and ways youth apathy actually happens.
  4. Design a conscientious strategy for promoting youth engagement.
  5. Commit to continually challenging youth apathy.

Only when we take these steps can we actually make a difference in the lives of young people and throughout our entire communities today.

Six Reasons Youth Disengage

After almost 15 years of consulting nonprofits, K-12 schools, and government agencies across the United States and Canada, last year I took a position coordinating a dropout prevention program in the Pacific Northwest. Hungry to examine a different support system for youth I wasn’t familiar with, I chose this program because it supports young people ages 14 to 24 who are re-engaging in school, training, and the workforce.

Since then, I’ve had the privilege of partnering with dozens of agencies serving thousands of youth. Meeting young people of all ages, working with seasoned and new youth workers and agency leaders, and learning new insights into youth disengagement and dropout have highlighted my experience so far.

For all my years of consulting, I’ve focused on youth engagement in communities and student voice in schools. I learned a lot through my research and practice, and from colleagues across the nation and around the world. However, I’ve had many new lessons in my current position, too.

So many people are working so diligently to engage youth in society, or re-engage them in culture-building activities, completing school, getting training, finding employment, recreation, or civic engagement activities. So why are youth still making the conscious choice to leave these programs? Here are six reasons youth disengage.

 

Six Reasons Youth Disengage

1. Youth Are Taught To See Themselves As Failures. Between parents who are too busy or too depressed to care, teachers who are too overwhelmed to focus on them, and lawmakers too beholden to give them the supports they need to succeed, many youth are actually taught to see themselves as failures. That comes from the culture surrounding them, including tv and music; schools they attended, including teachers and curriculum; and the social safety net that allows them fall to low, low heights.

2. Many Adults Have Given Up On Many Youth. Driven by standardized testing, mandatory evaluations, prescripted youth programs, and byzantine policies, many youth workers, teachers, government officials, and others have given up on many of the youth they’re supposed to serve. Instead of believing “youth are the future”, they believe youth are merely numbers to achieve program goals, or ineffective contributors to the economy, civic society, and world around them.

3. Traditional Youth Activities Serve Traditionally Engaged Youth, And Fail Everyone Else. Youth leadership, community service, and even traditional youth empowerment programs actually fail to serve a lot of young people today! Too reliant on youth complacency and obedience, these programs are failing to foster modern thinking, implement accurate strategies, and create successful cultures that engage disengaged youth. This is happening in epidemic proportions in many, many communities, especially affecting low-income youth and youth of color.

4. Most Adults Expect Youth To Change To Meet Today’s Needs. Rather than acknowledging that the economy is changing, the job market is realigning, and needs and wants are different now than ever before, most adults expect young people to change to meet today’s needs in the economy. This is carryover thinking from an old education model, which sought to mold students into the types of learners teachers were capable of teaching. This is a disingenuous perspective, because the future economy depends on nimble thinking, transformative action, and creative realities.

5. Youth Engagement Isn’t Really The Goal. When most adults talk about youth engagement, they’re actually talking about youth obedience. They want young people to comply with the expectations, values, perspectives, and realities of adults, and not their own. They couch their expectations by talking about activities being youth-led or youth-driven, but in reality, they only make programs for youth who comply with adult expectations or desires. In this way, they seek conformity, not engagement.

6. They Are Already Engaged. Whether or not adults want to see it, youth are already engaged right now. They are 100% human, choosing where, how, when, and why they want to engage. Albeit, they might be engaged in things adults don’t approve of, including sex, drugs, and rock-n-roll, or any of a plethora of other activities (smoking, video games, graffiti, basketball, driving, etc). This shows that youth engagement isn’t limited to things adults approve of them doing; youth engagement isn’t just compliance. Instead, its any sustained connection a young person has to the world around them. Adults need to learn that simply because youth aren’t engaged how adults want to be doesn’t automatically invalidate the things youth are engaged in. Instead, it challenges us to meet them where they’re at, instead of insisting they come to where we want them to be.

 

These six reasons have sunk into my skin slowly, because I’ve done these things too, whether inadvertently or on purpose. However, I believe its our responsibility as ethical practitioners—youth workers, teachers, social workers, government officials, and community leaders—to respond to the need for authentic youth engagement.

What steps can you take to ensure youth stay in schools and our community programs?

How To Meet Youth Where They Are

sleeping-studentHazel Owen is a spectacular educational consultant in New Zealand. Recently, after reading an article I wrote, she asked me, “How do we meet apparently disengaged youth ‘where they’re at’? Can this be achieved without the very same youth having to choose to become a part of the society from which they have disengaged? Or is it to do with choosing how to engage with society, rather than conforming?”

Following is my response:

We meet young people “where they’re at” by engaging in what is supposedly “their” worlds, and engaging them in what is supposedly “ours” as adults. Work with what they’re actually engaged in right now on their own volition, whether video games, rock-n-roll, gangs, or whatever, and acknowledge the learning, teaching, and leadership opportunities inherent in their lives right now. 

This must be achieved with all young people, no matter what their backgrounds, especially embracing the multiple cultural diversities throughout our nations today. Society isn’t this or that, but rather, the whole collection of activities people engage in; because of that, we shouldn’t force young people into a false choice between society or their activities, but instead, teach them that their activities are actually our activities, as a whole, and that they’re not separate but together with all of us. Together.

What do you think? I’d love to hear your thoughts in the comment section below!

The NEW Youth Voice

"Education does not transform the world. Education changes people. People change the world." - Paulo Freire
“Education does not transform the world. Education changes people. People change the world.” – Paulo Freire

You might have noticed that since publishing The Freechild Project Youth-Driven Programming Guide last year, I’ve come to feel strongly about aggrandizing youth involvement.

A lot of organizations and programs tout their credibility with youth involvement, youth engagement, and youth organizing by highlighting all the wonderful things they position youth to lead. By doing this, these organizations are actually doing youth disservice. The many challenges include:

  • Positioning adults as beneficent rulers who allow youth to do things
  • Incapacitating young peoples’ innate responsibility for themselves and others
  • Negating the abilities of communities to work together for the common good

 

Instead of helping, these activities actually and often harm the people they intend to help.

We need to see things differently. In recent months, I’ve begun to envision a new way of being, knowing, and doing. This way is currently emerging between young people and adults, and it is happening throughout society. This way re-positions children, youth and adults from assuming power relationships dependent on subservience and authority, towards seeing each other in a more holistic light.

The old way of Youth Voice…

  • Relied on adults having power over youth
  • Positioned young people as “adults-in-the-making” not to be seen as whole people right now
  • Depended on youth being subservient and compliant to adults
  • Required systems of oppression that enforced adults’ power
  • Demanded youth be compliant with adult desires out of fear of violence
  • Necessitated systems of authority enforced by structures of abuse
  • Made programs that put “youth in charge” necessary in order to rebalance power inequalities between youth and adults
  • Routinely positioned youth against each other and against adults in order to ensure compliance and conformity
  • Saw children and youth progressing along a predictable, staircase development cycle towards adulthood

The emerging, new relationships between youth and adults look different. The new Youth Voice…

  • Sees young people as whole people no matter what their ages
  • Utilizes holistic youth development as the organizing framework for young peoples’ growth, education, and ongoing formation as humans
  • Treats all young peoples’ growth as non-linear, non-sequential and non-uniform, instead treating every child and youth as an evolving human
  • Allows equal room for adults and young people to have, express, and critique power and authority
  • Positions children, youth, and adults in equitable partnerships designed to foster engagement, belonging, and ownership
  • Grants adults and young people equitable, responsible space for learning, teaching, and leadership in all roles, all of the time
  • Replaces command-and-control authoritarianism by honoring the collective, democratic perspectives of all people, regardless of age
  • Acknowledges programs that put “youth in charge” to be ineffectual and unnecessary
  • Dismantles youth-against-youth and youth-against-adult power struggles through common action and mutual support

Paulo Freire wrote, “Education does not transform the world. Education changes people. People change the world,” and the same can be said of Youth Voice. Youth Voice does not transform the world. Youth Voice transform people. People change the world.

If we are going to change the world, we must change ourselves first. Changing ourselves comes from active, deliberate work. That’s what my proposition for new Youth Voice is – an attempt to engage each of us differently.

Through these active, distinguishable ways of being, knowing, and doing, young people are adults are working together to transform the world we share. Everyone can and should aspire to nothing less.

 

Going to Pittsburg

Adam Fletcher speaking to a group of youth in 2014.
Adam Fletcher speaking to a group of youth in 2014.
I’m going to Pittsburgh, Pennsylvania next month! The Allegheny County United Way is bringing me in to speak at their bi-annual afterschool gathering, the APOST Conference. I will be on the scene throughout the day, presenting a keynote and a workshop for participants, as well as providing consulting throughout the day.


Presented in the first part of the APOST Conference, I will do a keynote called Engage ALL Youth, Everywhere, ALL the Time! In my description I wrote, “For a long time, the most engaged youth seemed predictable: They were successful, they were connected, and they made adults happy. Today, the picture is a lot different.” 

I will focus audience members on the ways youth engagement is expanding, and how important it is to recognize where youth are engaged right now. Using stories, humor, and examples from my 20 plus years experience and research, I plan to engage the audience themselves, will helping them learn practical, meaningful, and powerful ways to engage all youth, everywhere, all the time!

This is Adam Fletcher speaking in 2014.
Adam Fletcher speaking at a conference in Bellevue, Washington, in 2014.

In the second part of the APOST Conference, I’m presenting a workshop called 5 Steps to Youth Engagement. Writing about it, I said, “Evaluators say it is a science and seasoned youth workers say it is an art. No matter which perspective you have, everyone admits it is a little of both.” I will use this workshop to look at some the key questions in youth engagement: What is youth engagement, What gets youth engaged, and What gets organizations real outcomes?

In 5 Steps to Youth Engagement, my workshop participants will explore some of the gray areas of youth engagement, like how to engage youth without spending money, the difference between youth participation and youth engagement, and how to engage someone repeatedly without burn out. We will also address how to stop youth disengagement, how to understand the rules of youth engagement, and how to engage adults in engaging young people. Participants will leave with practical action they can use right away.
Learn more about the APOST Conference and join me this year by visiting the APOST Conference website today!

Mindsets for Youth Engagement

Many adults could engage youth effectively, but they can’t. Youth workers, teachers, parents, and others could because they see the problem, the cause, and directly observe youth disengagement when it happens. These same people can’t though, because they don’t think they can.

Youth workers often believe they don’t have the authority, because their supervisors didn’t tell them they could. Teachers don’t think they can because of Common Core State Standards or district regulations or school rules. Parents don’t think they can because their kid is different, their kid is out of control, or their kid just doesn’t listen. The thing is though, all of these people could engage youth effectively.

The biggest roadblock to youth engagement isn’t youth themselves, or oppressive systems of social control that keep them disengaged. YOUR THINKING IS THE BIGGEST BARRIER TO YOUTH ENGAGEMENT.

Mindsets

The model above shows that in order to address how we engage youth, we have to think about why we engage youth; what happens when youth engagement happens, and what difference the outcomes from youth engagement make on our thinking.

Your thoughts about youth inform your actions with youth, and your actions affect the results which inform your beliefs about youth, which in turn affect your thoughts about youth. This is called your Mindset. It directly affects youth disengagement and youth engagement, and there is only one person responsible for it: You.

You can change your mindset, and if you want to become a person who can successfully engage young people, that’s what you must do. Here are some stories of people who changed their mindset about youth:

  • Sue, a case manager for homeless youth in Rochester, New York, addressed her mindset about youth in a workshop I led in 2011. Soon afterwards, she began engaging her youth as partners in their cases. In the following two years, her case efficacy increased by 35%.
  • Tom found that his classroom was consistently unfocused and disconnected from the social studies topics he was teaching. In my workshop on meaningful student involvement, he learned several practical ways to re-envision the roles of students in schools. According to his account, his students were 100% more engaged afterwards.

I offer quick, powerful processes for identifying old belief structures, creating a mindset focused on youth engagement, and identifying what needs to be done to maintain engagement. My solid follow-up structure supports your team in constantly focusing on the right mindset and actions that produce the results you want.