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The study asks how programs can engage middle school students of color during the teenage transition. Researchers worked with Denver’s Bridge Project and pilot-tested youth-led participatory action research (YPAR), surveying participants and a comparison group over nine months. Results assess growth in voice opportunities and supportive staff relationships and inform retention strategies for out-of-school time programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/youth-led-participatory-action-research-promoting-youth-voice-and-adult-support-in-afterschool-programs/590625/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/youth-led-participatory-action-research-promoting-youth-voice-and-adult-support-in-afterschool-programs/590625.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is participant retention difficult in afterschool programs during middle school transition?","Question",{"text":112,"@type":113},"Many young people disconnect from pro-social institutions as autonomy needs grow. The issue is stronger for low-income youth of color who experience discrimination and disengagement from school and adult authorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What strategies does the article identify as key to keeping middle school students engaged?",{"text":117,"@type":113},"Allowing youth to have a voice in decision-making and creating more egalitarian relationships between adolescents and program staff are highlighted as important strategies.",{"name":119,"@type":110,"acceptedAnswer":120},"What does youth-led participatory action research (YPAR) involve?",{"text":121,"@type":113},"YPAR supports self-determination and power-sharing. Youth identify a concern, gather data, and make recommendations, including presenting findings and solutions to relevant decision-makers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590625,1792144085,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Youth-Led Participatory Action Research  \nPromoting Youth Voice and Adult Support in Afterschool Programs  \nYolanda Anyon, Heather Kennedy, Rebecca Durbahn, and Jeffrey M. Jenson  \nAfterschool programs often find it challenging to retain participants as they transition from childhood into early adolescence and enter middle school (Deschenes et al. , 2010) . During this developmental period, many young people, as they experience a growing need for autonomy, begin to disconnect from pro-social institutions (Eccles et al, 1993; Meece, Anderman, & Anderman, 2006) . This is especially true for low-income youth of color, who are more likely than other young people to experience discrimination and disengagement from school and adult authorities (Anyon,  \nZhang, & Hazel, 2016; Travis & Leech, 2014) . These trends pose a significant challenge to out-of-school time (OST) programs that aim to serve disadvantaged youth.  \nHow can afterschool programs engage middle school students of color as they enter their teenage years?  \nWe asked this question while working with the Bridge Project, a drop-in community-based academic enrichment program serving low-income children and adolescents of color living in public housing in Denver, Colorado. Faced with dwindling enrollment among middle school participants, we turned to the research literature for guidance about how to respond to early adolescents’  \nYOLANDA ANYON, PhD, is an assistant professor in the Graduate School of Social Work at the University of Denver. Her communityengaged research focuses on the role of schools and communitybased organizations in shaping outcomes of youth of color.  \nHEATHER KENNEDY, MPH, is a PhD student at the Graduate School of Social Work at the University of Denver. Her scholarship includes community-engaged research and teaching activities that disrupt adultism.  \nREBECCA DURBAHN is a PhD student at the Graduate School of Social Work at the University of Denver. Her research explores childhood trauma and the associations among body-focused, experiential, and neurodevelopmental interventions.  \nJEFFREY M. JENSON is the Winn Endowed Professor for Children and Youth in the Graduate School of Social Work at the University of Denver. His research focuses on the application of a public health approach to preventing child and adolescent behavior problems.  \nincreasing desire for independence while also keeping them connected to the program. Studies suggest that two strategies may be key to keeping middle school students engaged: (1) allow young people to have a voice in decision-making and (2) create more egalitarian relationships between adolescents and program staff (Deschenes et al. , 2010; Ginwright & James, 2002; Grossman & Bulle, 2006; Hansen & Larson, 2007; Strobel, Kirshner, O’Donoghue, & McLaughlin, 2008) . We decided to explore these strategies by increasing opportunities for youth-led research at the Bridge Project.  \nYouth-led participatory action  \nYouth-led participatory action research (YPAR) isan approach that is designed to support participants’ selfdetermination and increase power-sharing between youth and adults. Very broadly, YPAR involves young people in gathering information about pressing school or community issues and advocating for solutions to these issues.  \nYouth-Led Participatory Action Research  \nIn YPAR projects, young people identify a problem of concern, gather data about it, and then make recommendations for improvement. For example, participants might select the topic of school violence, survey their peers to assess their experiences, and then present their results and suggested solutions to the local school board.  \nPrinciples of YPAR  \nThis process is captured more fully in the stages of YPAR outlined by Ozer and colleagues (2010):  \n• Young people begin by explor-  \nresearch (YPAR) is an approach that is designed to support participants’self-determination and increase  \npower-sharing between youth and adults. Very broadly, YPAR invo","cbCaiayr7f0Uhxk3","https://ap.wps.com/l/cbCaiayr7f0Uhxk3","pdf",213782,"English","# Youth-Led Participatory Action Research\n## Challenge of participant retention during adolescence\n## Research question and the Bridge Project\n## YPAR approach and project structure\n## Principles and stages of YPAR\n## Study purpose and survey outcomes","[{\"question\":\"Why is participant retention difficult in afterschool programs during middle school transition?\",\"answer\":\"Many young people disconnect from pro-social institutions as autonomy needs grow. The issue is stronger for low-income youth of color who experience discrimination and disengagement from school and adult authorities.\"},{\"question\":\"What strategies does the article identify as key to keeping middle school students engaged?\",\"answer\":\"Allowing youth to have a voice in decision-making and creating more egalitarian relationships between adolescents and program staff are highlighted as important strategies.\"},{\"question\":\"What does youth-led participatory action research (YPAR) involve?\",\"answer\":\"YPAR supports self-determination and power-sharing. Youth identify a concern, gather data, and make recommendations, including presenting findings and solutions to relevant decision-makers.\"}]","Youth-Led Participatory Action Research - Promoting Youth Voice and Adult Support in Afterschool Programs | PDF",1792070081,23]