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Step #1: Identifying Youth-Serving Organizations as Case Studies
Using our network, the Perception Institute and Othering & Belonging Institute teams curated a list of youth organizations across the country with varying demographic breakdowns, both internally within their organizations and externally in their communities. We invited these organizations to an Introduction Session on Zoom, where we shared the project's vision, research question, and methodology, including why we are pursuing this work now and why we are using a participatory action research model. We also detailed what organizations could gain from this process: research skill building for the youth, their ability to showcase this work on their resume, increased visibility of their program through our dissemination efforts, networking opportunities for youth, and ultimately, the ability to discover, in their own voices, the practices that build genuine belonging among young people these organizations serve. The Introduction Session outlined our timeline, age group of interest (13 to 26 years old), and that we are open to all locations and all demographic makeups of organizations. We ran through an overview of the study, highlighting the capacity and commitment required, and shared our plans for disseminating the findings.
Following this Introduction Session, we sent an application to all the attendees, requesting contact information, details about their program, and the demographics of the young people in their organization, logistical details about their program and how we could conduct the study together, and more information regarding their interest in, motivation, and capacity to participate in the study. Eight organizations completed our application. Based on these results, we identified both a set of organizations that could serve as core partners in the YPAR work and organizations that may be interested in supporting data collection efforts, and moved forward with discussions on next steps and relationship-building with these organizations.
After engaging with our core partnership opportunities, we ultimately formalized research partnerships with two youth-serving institutions in two diverse, urban environments that would serve as case studies for our YPAR project:
- YMCA Detroit
Located in Detroit, YMCA Detroit works across five school sites, one YMCA branch site, and one University satellite location, reaching over 100 young people in its program each year. Their community served includes low to middle-income families, primarily made up of Black, Latino, and Arab people. This program is located in an urban environment, with both the organization's internal racial demographics and the neighborhood's external racial demographics identified as predominantly one group (i.e., at least 60% of the neighborhood's population identifies with the same racial/ethnic group). YMCA Detroit has a Teen Achievers program designed to support high school students with their interpersonal skills and educational and career goals, as well as a youth workforce development program, including a broader age range, which serves to support teens and young adults in empowering their voices, overcoming socioeconomic or personal barriers, and achieving their hopes and dreams. These programs provided the basis for recruiting youth researchers to participate in this study. - Maysles Documentary Center (Maysles)
Based in Harlem, New York, the Maysles Documentary Center is a non-profit organization that serves as an independent arthouse cinema with a mission to use documentary filmmaking to amplify and expand the work of underrepresented artists and narratives, while empowering young filmmakers to express themselves creatively, communicate ideas, and advocate for their needs. Maysles was founded in 2005 with the belief that storytelling is key to helping people understand their own lives, connect with others, and engage their individual and collective power to write untold stories. Maysles offers comprehensive, hands-on documentary production programs for young filmmakers, some of whom were tapped to participate as youth researchers in this study. Maysles primarily serves lower and middle-income communities, immigrant populations, and LGBTQ+ youth. Maysles’ internal racial demographics are described as multiracial and multiethnic (with no single racial or ethnic group accounting for more than 60% of participants), comprising primarily Asian, Black, Latino, and Arab communities.
These two institutions have a proven track record of creative bridging and belonging strategies that create positive environments for all young people. Within each organization, we collaborated with designated liaisons, who recommended a small group of youth researchers in their programs who championed this project. The YMCA Detroit liaisons identified 3 youth researchers, and the Maysles liaison identified 8 youth researchers. The youth researchers are between 13 and 26 years old.
Step 2: Institutional Review Board Submission & Approval
With the list of researchers finalized, we submitted this study for approval under UC Berkeley’s Institutional Review Board. Due to the complexity of the study, in that we are working with minors, collecting data from minors, having the minors themselves conduct the research, and recording both video and audio of the study design processes, the Institutional Review Board submission process was extremely meticulous. Institutional Review Board approval for this study was crucial to obtain, given the work with vulnerable populations (i.e., children) and our ultimate goal of providing a means for other organizations to replicate these efforts, knowing that they have been rigorously examined by an ethical review board.
Of crucial importance in this process was recording informed consent from both youth researchers and study participants. The UC Berkeley Institutional Review Board required two streams for obtaining informed consent based on the subject's age. All those under 18 years old were required to provide both a parent/guardian consent form and a child assent form. All those 18 and over are required to provide an adult consent form. The youth researchers also had special consent and/or assent forms than the study participants (those who participated in the survey or focus groups) due to their more involved role in the study. For all survey and focus group participants, the Institutional Review Board also required that we use separate recruitment streams for those under 18 and those 18 and older. The survey and focus groups also required their own unique consent and/or assent forms.
Step 3: Information Sessions Part 1 — Research Curriculum & Study Design
We conducted a series of information sessions with youth researchers and/or liaisons to introduce them to the study and guide them through the research process. For youth researchers, the info sessions taught critical research skills to engage in this project. Sessions for Maysles were conducted in person at the Maysles Documentary Center, and sessions for YMCA Detroit were held virtually on Zoom.
Info Session #1: Project Overview with Liaisons
In this session, we ran through a project overview with the Liaisons at YMCA Detroit and Maysles. This session included a refresher on the information shared during the Introduction Session, as well as more details on the survey and focus group processes, a rough timeline for the study, and best practices for engaging young people in the YPAR method.
We also ran through a 45-minute, mandatory Human Subjects Research Training module designed by UC Berkeley and adapted for this study, as required by the UC Berkeley Institutional Review Board. We also shared a Key Study Information sheet with the Liaisons during this session.
Info Session #2: Research Process & Multimedia Storytelling
This was the first session we ran with the youth researchers. In this session, we introduced them to the study, including the research question, the various research stages in this project in which they would participate, and the concept of youth participatory action research.
We also gave an overview of research, including its purpose, how it functions in society and benefits society, the power of data, and how we can apply research findings to actionable steps to improve our world. We shared an example of YPAR research conducted by eighth graders in 2016 in San Francisco, who used research to make their school’s dress code fairer for all genders.
We then dug deeper into different research methodologies, giving an overview of quantitative data and qualitative data, including how each is structured, collected, and analyzed. We ended this section with a mini quiz and discussion questions to reflect on the differences, benefits, and limitations of quantitative and qualitative research.
This session included an overview of key research skills for youth researchers to develop throughout the project. These included perspective-taking, curiosity, collaboration, focus, and grounding in the research question, and maintaining flexibility. We also discussed an introduction to important ethical considerations and principles in research, such as those described in the Belmont Report (respect for persons, beneficence, and justice), and other concepts such as informed consent, the necessity to follow study protocol, and the importance of anonymity and confidentiality when collecting and handling data.
In the Maysles session, we introduced the youth researchers to video journals, demonstrating how they can use them to document their experiences in this process. Given that one of the key deliverables of this project is an educational video module, this portion of the info session used an example of another youth documentary produced by Maysles to showcase the impact of subjects speaking directly to the audience. We then taught the youth researchers how to record their own video journals, including tips and tricks for recording and shooting b-roll.
This session ended with a step-by-step review of how youth researchers and liaisons could get their consent forms (including parent/guardian consent forms for those under 18) signed and submitted for participation as researchers in this study.
Info Session #3: Assessment Tool Development Brainstorming Session Part 1
We started this session with a research review, recapping the information about quantitative and qualitative data and key research skills to keep in mind. We also broke down the classic structure of a survey and a focus group, noting that both often begin with an introduction to the study context and purpose, notes on privacy and confidentiality, the duration of the exercise, and guidelines for respectful discussion in focus groups. We also mentioned that questions are often organized by theme, noting that surveys can include various types of questions such as multiple choice, multi-select, and open response, and that focus group questions follow a more semi-structured approach, where facilitators may start with broader themes and ask follow up questions to get specific, or start with specific scenarios and use follow up questions to zoom back out.
This session primarily focused on brainstorming and ideation. We began the brainstorming segment by regrounding the youth researchers in the research question: What helps young people feel a sense of belonging, where they feel seen, respected, and empowered?
The first step was to brainstorm how to define belonging. We split the youth researchers into groups and asked them to discuss among themselves what belonging means to them. Then we came back together as a group and asked them to report their responses. Meanwhile, we wrote these answers down (virtually on the Zoom whiteboard sticky notes and in person with real sticky notes). At this stage, we also asked a number of follow-up questions to get the youth researchers to dig a little deeper and be more specific in their answers.
The next brainstorming exercise was about reflecting on their own experiences. The youth researchers broke into groups again and reflected on moments when they felt a sense of belonging or when they experienced barriers to belonging. We came back together as a group and again used the same report-back and follow-up question structure, while noting themes down on sticky notes.
After this, we shared a clip from a video by the Collaborative for Academic, Social, and Emotional Learning as an example of how other young people have described their experiences with belonging. This was also to give the youth researchers a better understanding of the final deliverables we are pursuing with this project.
From there, we walked the researchers through exercises to build hypotheses about belonging and how to transform those into survey and focus group questions. This included introducing them to the idea of various “themes” of belonging to measure, and how they could create Likert-scale survey questions or open-response focus group questions.
Worksheet: Developing Hypotheses & Questions
We provided each organization with a tailored worksheet to help them create hypotheses, survey questions, and focus group questions before the next working session. This worksheet had them revisit their discussion on belonging and personal experiences, then identify variables, build hypotheses, and start drafting survey and focus group questions.
Info Session #4: Assessment Tool Development Brainstorming Session Part 2
In this session, we reviewed the worksheet on developing hypotheses and questions and workshopped their responses together to turn them into statements about belonging that could be measured using a Likert scale. We probed the youth researchers, encouraging them to delve deeper into their hypotheses and reflect on potential underlying mechanisms that contribute to or impede belonging among youth. We used sticky notes (either on the virtual Zoom whiteboard or real in-person notes) to supplement this interactive session.
Step 4: Finalizing Study Materials
The brainstorming sessions to develop survey and focus group questions yielded several options for both. Our team consolidated and polished all the questions across both the Maysles and YMCA Detroit research teams and shared a form with all the youth researchers to vote for their favorite questions. The questions were grouped by theme, and the top questions in each theme were selected for the final survey and focus group script.
The final survey included 18 closed-response questions, one open-response question, and 13 demographic questions. The closed-response questions were structured as statements about belonging, with participants indicating their level of agreement on a five-point Likert scale. The final focus group script included 12 questions.
In the voting form, we also provided the youth researchers with a list of focus group community guidelines that would be shared with focus group participants in order to ensure a healthy, respectful space for open and non-judgmental discussion, and asked youth researchers for additional guidelines or any edits to these guidelines for the focus groups. Our team utilized these responses to finalize the focus group script.
Once the study materials were finalized, we resubmitted these pieces to the UC Berkeley Institutional Review Board. We conducted another series of revision rounds to ensure that participants could be recruited through two separate channels – one for minors and one for adults – and that consent forms could be easily navigated and signed.
Step 5: Information Sessions Part 2 — Focus Group Facilitation Training
While IRB approval of the study materials was pending, we continued with the next stage of Information Sessions for youth researchers, to prepare them to facilitate focus groups with their peers.
Info Session #5: Human Subjects Research Training for Youth
Per IRB regulations, every youth researcher had to complete Human Subjects Research Training to highlight key ethical principles when conducting research with human subjects, especially with vulnerable subjects such as minors. We adapted the same training conducted for the Liaisons so it would be more appropriate for youth researchers. The training included frequent quizzes to ensure youth engagement and participation.
Info Session #6: Focus Group Facilitation Training Part 1
Focus group facilitation training occurred in two stages. In part one, we regrounded youth researchers in the research question, the structure of a focus group, and key research skills to tap into during this process. Then, we walked them through the finalized focus group guide, which was still awaiting formal IRB approval. After familiarizing them with the focus group guide, we held a shortened mock focus group, run by two volunteer youth researchers from each organization. The Perception research team and the other youth researchers acted as participants in the focus groups.
After the mock focus group, we facilitated a discussion to share their experiences as facilitators or participants. We asked them to reflect on how they felt during the process, what went well, and what felt challenging or unexpected. We also asked researchers to consider how they might remain neutral during the focus groups. Ultimately, we wanted the youth researchers to be more familiar with running focus groups and to better understand participants' perspectives.
Info Session #7: Focus Group Facilitation Training Part 2
During the second focus group facilitation training, we walked the youth researchers through day-of logistics to ensure they were fully prepared for the sessions. This included information such as the location of the groups, participant recruitment, how to take attendance, how to capture optional demographic information, and writing a facilitator’s memo. We also shared specific guidelines for facilitators, such as printing a copy of the script, following time cues, asking clarifying questions, and using nonverbal cues to put participants at ease.
After sharing logistics and guidelines, we ran through a set of potential challenges they may encounter in the focus groups, such as participants speaking too much or too little, tense energy, or issues with consent and recording. For each potential scenario, we asked youth researchers how they might navigate each situation, and they bounced ideas off each other. After sharing their thoughts, we revealed our suggestions, which often overlapped with their instincts. We followed up this training with a facilitator’s guide that included a day-of checklist for preparation, information on participant sign-ups, steps to take before and after the session, and notes to keep in mind during the session. This guide also included the finalized focus group script (approved by the IRB by the time we sent out the facilitator’s guide), as well as all the training materials from the Information Sessions.
Step 6: Data Collection
Focus Groups
The focus groups for Maysles and YMCA Detroit were held between January 27, 2026, and February 5, 2026. Youth researchers facilitated one-hour-long focus groups in pairs. Focus groups included two to four participants aged 13-26, for a total of 14 across five groups. Maysles groups were conducted in person, and YMCA Detroit groups were conducted virtually via Zoom. The organization's staff liaisons led the recruitment process to gather participants for focus groups, using an email template provided by our team, as well as one-on-one or small-group requests to sign up for a focus group. Participants were required to sign consent forms to engage in the focus groups, including parent/guardian forms for those younger than 18 years of age.
Survey
The survey was hosted online via Qualtrics and was open from January 13, 2026, through February 15, 2026. We used both snowball sampling and cold emailing to recruit participants aged 13 to 26 across the United States from a range of youth-serving organizations and programs. The survey yielded a total sample size of 65 participants. Survey demographics are available in Appendix B.
Step 7: Results & Analysis
This study yielded five sources of data to shed insight into youth experiences with belonging:
- Focus groups: Explicit conversations about belonging with young people in our partner organizations, conducted by the youth researchers.
- Youth researcher facilitator memos: Reflections from the youth researchers about the focus groups they facilitated, including the energy, atmosphere, connections among participants, and initial analysis of themes.
- Survey: Quantitative and qualitative data collected from youth in organizations across the United States.
- Youth research reflection forms: Comments from youth researchers in a guided reflection process, probing them about their journeys in this study, what they’ve learned about themselves and belonging, and how they’ve responded to the research process.
- Perception Institute researcher reflections: Stories and insights obtained from researchers in this study, working directly with youth researchers throughout this process.
Each source was initially analyzed independently. To analyze quantitative survey data, we calculated the percentage of total respondents that agreed with each of the survey item statements on belonging. The survey items were then grouped by theme, and the data was disaggregated by identity. Identity dimensions included gender, race, sexual orientation, age, social class, neighborhood density, family size, household size, and religious affiliation. Some subgroups collapsed identities to achieve comparable sample sizes of groups within the identity dimension (e.g., specific ages were combined to create larger subgroups such as “early teens” and “late teens”). The same calculation process was used to determine the percentage of respondents within each identity who agreed with each survey item and theme.
Then, we compared subgroups to reveal aspects of belonging that resonated more or less strongly with certain groups over others. All other qualitative data sources were analyzed thematically. Then, all data were mapped together to synthesize overarching findings about belonging and the YPAR process. These findings were clustered into themes and sub-themes that qualitatively maximized variance between themes and minimized variance within themes. These themes are detailed in Appendix A.
After identifying key themes, we organized these findings into insights that aligned with potential actions to address belonging, resulting in the five key insights of belonging described in this report. Using the findings from this study, along with extant research on youth and belonging practices, we identified a set of unique recommendations and practices to foster belonging among youth communities, each aligned with one of the key insights.
Next Steps
While we have conducted our own analysis of the data collected through this study to inform the insights and recommendations presented in this report, our youth researchers have also expressed interest in continuing the research process to develop these skills. Our next steps will include two more Information Sessions to support the youth researchers in conducting their own analysis and presenting their findings.
The first Information Session will be an interactive session that walks them through quantitative and qualitative analysis processes. We will demonstrate how they can use Likert-scale survey items to quantify different aspects of belonging and use these data to better understand differences in experiences of belonging across identities. In this session, we will also discuss thematic analysis of focus group data. We will share de-identified data with the youth researchers so they can use the examples from the Information Session to finish analyzing the data on their own.
The second Information Session will focus on how youth researchers can present their findings to their peers. This session will include key tips for distilling detailed data into digestible, shareable insights for a non-technical audience. It will also teach researchers how to present data, including identifying illustrative quotations from qualitative data, and how to use data visualization, such as bar charts and scatterplots, to tell a compelling story.
