The participation of children and youth in learning and community development can take many forms and be influenced by varying degrees of freedom, depending on the context. The main goal is to foster a more participatory, inclusive, and democratic learning environment by embedding democratic principles into the educational experience. The transition of learning processes for children and youth to enhance their potential to participate as much as possible differs from place-based. By reducing the old patterns of hierarchical power, the Education City makes room for a more inclusive and democratic Education 2.0, where everyone, students, teachers, and community members alike, work together to create a better future.
The author(s) declare that financial support was received for the research and/or publication of this article. The blueprint provided in this article is designed not as the final word but rather one set of ideas to promote discussion and innovation in this regard and help address an often overlooked and underserved set of youth. Such dissemination could be more active, utilizing continued engagement of academic partnerships, or more passive by diffusing naturally throughout a system (Rapport et al., 2018). A primary goal of these processes would be to derive organic, nuts-and-bolts data in real time about what works and what https://www.thenationalcouncil.org/event/southeast-ccbhc-learning-community/ may be burdensome, extraneous, and subject to simplification or removal (Forman et al., 2017).
- Peer-led programmes have been used in isolation but are more commonly used alongside other services, such as school counselling, to address lower-intensity needs and provide simple psychosocial support.
- The decision for the indicator was taken by the HLSC in 2022, along with indicators to measure green and digital education at the national level.
- Though the search strategy was comprehensive, consulting various experts to ensure rigidity and confidence of the search strategy, a scoping review search strategy utilizes a less defined search compared to a full systematic review.
- A restorative approach is grounded in students recognizing and valuing their role and responsibilities within the community.
- A total of 54 studies are included that show the range of peer-led interventions across the globe.
- The primary limitation of this review relates to the nature of the scoping review process.
Conclusion and perspectives
Highlighting the profound impact of peer support groups in schools, several educational institutions have turned these systems into cornerstones of their academic and social environments. In today’s diverse educational landscape, peer support groups in schools have emerged as powerful instruments in promoting collaborative learning and educational inclusion. In a world where students often face the pressures of academic achievement, social acceptance, and personal growth, peer support groups in schools stand out as a beacon of hope and cooperation. Professional development initiatives for teachers and educators are helping schools create learning environments that value youth participation, encourage dialogue and support leadership. Other qualitative work on help-seeking behaviors inschools highlights the importance of sustained and supportive relationships withadults.27 While some youthin the present study described these types of positive relationships, overall, theirschool experiences were largely negative and unstable (e.g., expulsions or forcedtransfers, gaps in enrollment), decreasing opportunities to foster healthyrelationships and to identify MH needs. Promising school-based approaches to address students’mental health needs are discussed.
The difference between interventions and accommodations
It is worth noting that this greater impact of the sense of school belonging on school engagement among middle-school students from a privileged area is likely to constitute an important advantage in the medium and long term. Future studies should explore perceived prestige among middle-school students to examine whether this perception also plays an important role in younger students’ sense of school belonging. 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.
The learning mentor is not responsible for supports that can undermine the learning mentor relationship. Thoughtful and purposeful engagement with the families and carers of young people in youth justice is critical to redressing the systemic disadvantage faced by many young people and their families in youth justice. For young people in youth justice, many of whom have experienced education disadvantage and disruption, future planning is best nurtured through ongoing conversations and strong relationships and documented within an Individual Education Plan. This is particularly critical for young people in youth justice, many of who have had complex histories of trauma and have complex risk factors and barriers to engagement.
Five ethnographic articles—of which one employs a sociocultural perspective on identity development (Liu and Hannafin 2010), whereas the others do not explicitly mention a particular perspective on identity development (Adams et al. 2014; Jones and Deutsch 2013; Kendrick et al. 2013; Russ et al. 2015)—additionally focused on whether in-depth explorations actually inform adolescents’ narrated self-understandings and found that they did. We identified a group of 16 articles regarding learning experiences that may support adolescents in further exploring and specifying their already present self-understandings. In these alternative courses, the aim was to introduce students to the requirements and expectations that they will face in their future vocations. Supposedly, on-site and hands-on activities introduce adolescents to learning contents, learning activities, and identity positions in authentic, real-life ways, which can help them decide to what extent they identify with these contents, activities, and positions. This body of literature suggests that introducing adolescents to unfamiliar learning contents, learning activities, and identity positions through on-site and hands-on activities especially helps adolescents to imagine the identity implications thereof.
