Work

How School-Based “Pockets of Humanity” Can Promote Student Well-Being: Youth Perspectives on Justice and Well-Being in School

Year: 2025

Type: article

Abstract: This study examines how youth activists perceive the impact of school conditions on their well-being in current political contexts. Focusing on qualitative interviews with twelve high school student activists from the organizing base of a digital youth advocacy organization, I explore the relationship between youth’s experiences of justice or injustice and perceptions of their own well-being in educational settings. Participants experienced diminished well-being when schools mirrored broader injustices, but they experienced increased well-being in school-based “pockets of humanity” that countered injustices. This analysis highlights how external community conditions influence student well-being and how schools can exacerbate or mitigate the well-being effects of broader injustices. Implications include a discussion of research, practice, and policy avenues for creating school-based pockets of humanity in today’s political context.

Source: AERA Open

DOI: 10.1177/23328584251337690

Author: Kate Somerville

Institution: University of Virginia

Language: English

Topic: Youth Development and Social Support

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Peace, justice, and strong institutions, Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,000