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In addition to uncovering key elements of belonging and identifying practices to strengthen them, this study also lifted up key findings about the YPAR approach to research with young people. These findings demonstrate the significance of this study design in exploring a topic such as belonging, and provide evidence for the key recommendation that the most impactful way to foster belonging among young people is to include them in the co-creation of the spaces they inhabit.
Key Finding #1: Self-Growth & Learning
Youth researchers overwhelmingly demonstrated increased confidence, personal growth, and deeper self-understanding throughout this process. Most of the youth researchers were leading a research study for the first time and were placed far outside their comfort zones in many ways, from brainstorming how to turn personal experiences into research questions to facilitating their peers in a focus group. The youth researchers reflected on noticeable shifts in their confidence and anxiety levels as they overcame their fears and doubts through this work. While many shared a common feeling of nervousness at the start of the study, they also reflected on how insecurity dissipated and felt more relaxed and at ease in the project.
Youth researchers also developed a greater sense of agency through their participation in this study. They appreciated feeling involved and included in the process of exploring belonging through the focus groups, and appreciated feeling trusted with the responsibility of pursuing this research. Through leading this study, they proved to themselves that they have the ability and authority to lead projects and contribute to research.
Many youth researchers noted an area of self-growth in recognizing that speaking up and expressing themselves was a rewarding part of this experience. While some researchers may have needed more nudging to share at first, by the end of the process, they spoke up unprompted, feeling more empowered to share their perspectives and more confident that their voices matter.
Throughout this study, youth researchers reflected on the habits they’ve built that support their mental health. Putting this intentional time into exploring how they show up for themselves and think and talk to themselves has shed light on how negative self-talk can get in their way, and how they can overcome these obstacles. One youth researcher also mentioned being surprised by their ability to recognize and validate seemingly opposite perspectives shared in focus groups, signaling a development of dialectical thought patterns. Furthermore, other researchers shared reflections that showcased this project’s encouragement to de-center themselves, recognizing that many of their struggles are shared and that much of how others act and behave is rooted in their own experiences.
Key Finding #2: Developing People Skills
Many youth researchers shared that collaborating with their peers has been their favorite part of this project. They appreciated working with like-minded people, developed their teamwork and collaboration skills, and left the project feeling more interested in working in groups.
They also enjoyed developing deeper connections with their researcher cohort and having rich conversations about belonging with each other. The youth researchers reported that this study helped them build community with one another, relating to shared struggles and feeling seen and understood.
Youth researchers also developed social intelligence and active listening skills through facilitating the focus groups. They learned to be attentive to others’ communication styles, read body language (both online and in person), and gauge group energy and dynamics. They learned that not only the content of what people say, but also the way they say it, communicates a lot and is particularly useful in a research context. Many youth researchers also reflected on the experience of being placed in a setting where their main role was to listen and learn, rather than contribute their own thoughts or problem-solve. Many found this a helpful skill for summarizing others’ comments to better understand them, and ended up enjoying the experience, finding themselves more interested in listening to others’ stories.
Key Finding #3: Developing Research Skills
The youth researchers demonstrated strong growth in their research skills, as evidenced by both our work with them and their own reflections. The Information Sessions provided a formal and structured approach to understanding the research process. Additionally, we required that each focus group facilitator write a facilitator’s memo immediately after conducting the focus group, asking them to share their perspectives on group dynamics, connections and relationships, and themes. These memos also prompted them to recognize that there are many important data points to collect from a focus group beyond the words that people share.
The youth researchers also learned what it feels like to conduct research, going through the actual steps themselves of turning individual perspectives and experiences into real survey and focus group questions, and flexing their facilitation and public-speaking muscles. While some may have initially felt pushed out of their comfort zones, they ultimately appreciated the opportunity to rise to the challenge and prove to themselves that they have the potential to develop these skills.
Most apparent was the youth researchers’ understanding of the importance of leaning into curiosity at every step of the research process, from hypothesizing to brainstorming to facilitating focus groups. Given that curiosity is one of the core tenets of the purpose and meaning of research, this skill was particularly significant for the youth researchers to develop.
Key Finding #4: Enjoying the Process
A crucial finding about the YPAR approach is the extent to which the youth researchers themselves enjoyed participating in this project. They loved working with their peers, appreciated the research process, and felt empowered to lead this study. They also genuinely enjoyed participating in discussions about belonging, both in brainstorming sessions with the other youth researchers and in focus groups.
Key Finding #5: Impact of Shared Facilitator Identity in Focus Groups
In our reflections on observing the youth researchers facilitating focus groups with their peers, we noticed a noticeable ease among the participants with the facilitators (whether they knew each other or not). Being part of their community within the organization and in the same age range made the facilitators very relatable to the participants and bolstered sharing and vulnerability. There are also shared experiences across facilitators and participants that enhanced the space and the findings, and lent depth to the insights drawn from the focus groups. The facilitators and participants understood each other's experiences and perspectives. Their shared identity also contributed to the facilitators showing up in the space with a relational curiosity rooted in the community. It didn't feel extractive, which can often be a concern when conducting this type of research, particularly among youth.
