How School-Based “Pockets of Humanity” Can Promote Student Well-Being: Youth Perspectives on Justice and Well-Being in School
This study examines how youth activists perceive the impact of school conditions on their well-being in current political contexts. Focusing on qualitative interviews with twelve high school student activists from the organizing base of a digital youth advocacy organization, I explore the relationsh...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-05-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251337690 |
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| Summary: | This study examines how youth activists perceive the impact of school conditions on their well-being in current political contexts. Focusing on qualitative interviews with twelve high school student activists from the organizing base of a digital youth advocacy organization, I explore the relationship between youth’s experiences of justice or injustice and perceptions of their own well-being in educational settings. Participants experienced diminished well-being when schools mirrored broader injustices, but they experienced increased well-being in school-based “pockets of humanity” that countered injustices. This analysis highlights how external community conditions influence student well-being and how schools can exacerbate or mitigate the well-being effects of broader injustices. Implications include a discussion of research, practice, and policy avenues for creating school-based pockets of humanity in today’s political context. |
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| ISSN: | 2332-8584 |