Chill vibe: On teen mental health and wellness, a youth participatory action research study

• In Event: Innovative research methods in educating for peace and human rights

Proposal

This paper discusses findings from a Youth Participatory Action Research (YPAR) study examining how highschool-aged students in an urban district understand and define their experiences with mental health challenges, and their suggested strategies and interventions for improved wellness. In 2023 the United States Surgeon General sounded the alarm, calling attention to what was coined an “Epidemic of Loneliness and Isolation” advising us to address the high instances of anxiety, depression and solitude or face grave health consequences. Young people, the very individuals most impacted by the mental health crisis, have frequently found their voices overlooked by the adults in charge of developing solutions.

During the fall semester of 2024, a politically turbulent and frightening time locally, nationally and globally, this passionate and committed YPAR team embarked on their research journey; sweet and salty snacks, a collaborative playlist, youth-initiated journal prompts and playful connectors set the joyful, chill tone as we uncovered what’s most troubling teens in our district.
Findings from this YPAR study demonstrate that it is societal and academic pressures characteristic of rigid school structures rooted in white supremacy culture that lead to high levels of anxiety, stress and depression among youth, and the changes young people seek often contrast with how adults respond to these issues.
Specifically, young people are asking that we reconsider the ways in which we relate, interact, present material and facilitate learning in our classrooms in order to better recognize their full humanity.
Embodying conscientização (Freire, 1970) or liberatory practice, youth co-researchers transformed their learning into art and action, creating a zine which was distributed to school district personnel.
Findings from this study have implications for school and classroom design, how content is delivered and most importantly whose voices we include in these conversations, decision making and planning.

Author

• Marna Wolak, University of San Francisco