Youth Development Insight

If you are working with youth, you are probably working youth whose families have sought refuge in the U.S. They may not tell you their stories, but you can learn more about the refugee experience -- and you should -- to create more effective learning spaces for them and for all young people in your program. More than 50 million citizens across the globe were forcibly displaced from their homes in 2014, the highest number of refugees and internally displaced people since 1994. More than half of them were under the age of 18.

A leader needs to be trusted. Trust is an important element of the work I do with members of the community. But why should they trust me and the organization I represent? I wish that everyone saw me as I see myself; someone who is worthy of their complete trust. Sadly, I'm not a perfect leader, and like all leaders, have been in situations where people don't trust me fully. Not one of us is perfect. The truth is that in educational, non-profit and community settings there are people who don't know us or our programs, well enough for them to trust. As full time, part time, paid or volunteer leaders of programs we need to invest our time in developing and maintaining the trust of others.

A New York Times opinion piece published this week is titled, "Can we teach personality?" This is the wrong question in so many ways. First, it's not about teaching personality but helping to equip youth with the skills they need in life - academic, social and emotional. These skills can be learned and should be -- not as a one size fits all or by forcing everyone into one mold. Rather, they should be taught as tools that can be used in navigating learning and life. They also are, and need to be, taught by parents and expanded community learning opportunities. Like all skills important in life, we cannot and should not leave it to schools alone to help equip our young people.

What does it mean to be ready? According to the dictionary readiness means "the state of being fully prepared for something". As we approach each day or stage in our development are we in a state of readiness? Are we or the youth we work with ever "fully prepared" for what is going to happen? OK, maybe not fully prepared but at least prepared to take on the challenges ahead and make the most of the opportunities for learning in front of us. Prepared to try, fail, and try again. We talk often these days about helping our children be ready for kindergarten or maybe ready for college. The Forum for Youth Investment talks about Ready by 21 - ready for work, college and life. But what does it really mean to be ready? And when we say ready do we mean ready in all the ways that matter - ready cognitively but also socially and emotionally?