Date of Graduation

Winter 2025

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

International and Multicultural Education

Program

International & Multicultural Education EdD

First Advisor

Dr. Susan Katz

Second Advisor

Dr. Monisha Bajaj

Third Advisor

Dr. Melissa Canlas

Abstract

Studies indicate that a grave mental health crisis is disproportionately impacting female-identified youth. While school districts have made attempts to address this problem, those most impacted - young people - have frequently found their voices overlooked by adults seeking solutions. Therefore, this Youth Participatory Action Research (YPAR) study, grounded in humanizing and liberatory pedagogy, examines how high school-aged students in an urban school district understand and define their experiences with mental health challenges and suggest strategies and interventions for improved wellness. Two sets of research questions guide this study: 1) Primary questions: What are youth perspectives about how their mental health and wellbeing is addressed in public schools? How do youth envision schooling that fully supports their mental health and cherishes their wellbeing? Youth-generated questions: What is the main cause of mental health issues facing teens in our district, and what are the solutions to this problem? 2) Secondary (meta) questions: What is the impact of YPAR on a small group of co-researchers? To what extent do youth exhibit a sense of community, agency and/or increased knowledge of the research process and leadership skills through the YPAR process? Findings from this study demonstrate that societal and academic pressures characteristic of rigid school structures rooted in white supremacy culture lead to high levels of anxiety, stress, and depression among youth; yet the changes youth seek often contrast with how adults might respond. Specifically, young people are asking that educators reconsider how we relate, interact, present material, and facilitate learning in our classrooms in order to recognize their full humanity. YPAR is a practice that elevates youth voice and perspectives, thereby upholding human rights. The findings from this study have implications for school and classroom design, how content is delivered, and whose voices we include in decision-making and planning.

Download

Included in

Education Commons

Share

COinS