Leading With

 At Our Best: Introduction

While reading this chapter, I often thought about the idea of 'youth voice, youth choice,' a concept emphasized in the trainings and seminars I attend. However, when I observe teachers during the school day, the reality often feels like the complete opposite. Having been in this role for four school years, I continue to witness how students who struggle emotionally, behaviorally, or academically during the day thrive and excel in afterschool programs. It may sound biased, but I agree with the authors' assertion that OST (Out-of-School Time) programs 'can provide significant insights for school-based educators.' As the saying goes, it takes a village—if an adult succeeds in reaching a child by simply giving them the chance to be themselves, to voice their beliefs, and to support them along the way, why wouldn’t other adults in that child’s life join in this team of success? The answer, unfortunately, is that very few school-day educators truly value the impact of youth work or appreciate the importance of healthy youth-adult partnerships. Too often, educators see their relationships with students as a one-way street and are not willing to listen, learn, and grow to better support their students. Something that we're always focusing on in with 21st CCLC programs is the quality of program. We are always pulling focus groups and doing student surveys to really see if the quality of our programs are truly where they need to be for our students. The struggle I find is that a lot staff and/or program providers don't always have that in mind, they come in to facilitate their activity and leave rather than doing what they can to build solid relationships with students. That usually falls on the program's core staff which of course is not a bad thing but if everyone were to be on the same page and have the same mindset about the quality of programs student experience overall, with peers, adults, and administration would improve greatly.

Why Couldn't That Have Been Me?

What stood out to me right away was that the students felt comfortable and bold enough to express to the adults on the YPT how they had missed the mark. This level of openness stemmed from the healthy relationships they had with those adults. I frequently have this conversation at my organization and with other youth workers—how we, as adults, can do better. Why invite young people to the table for important decisions if we aren’t going to give them the opportunity and leadership to be at the forefront of the movement, event, or initiative? There was a powerful quote that said, 'young people are among those who have the most at stake in education and justice,' and nothing could be more accurate. As adults, we often forget that we’ve already navigated our teenage years and challenges, whether enjoyable or not, and made it through. Youth today face even more complex challenges and greater exposure to issues affecting both their present and future. When we minimize their experiences and needs, we do them a disservice and further perpetuate adultism and injustice. Making their journey through life easier should be our priority. They are well aware of their circumstances and what they need to thrive; we simply need to listen and do our part to support them.