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Currently, Hyphen offers 2 programs:

Hyphen Foundations: Starting the Journey to Identity and Connection

Hyphen Horizons: Discovering Self, Connecting Together

Hyphen Foundations: Starting the Journey to Identity and Connection is a series of three parallel workshops designed to support students, parents, and teachers in navigating identity development, building connections, and fostering a sense of belonging. Through experiential learning and open, compassionate communication, the program introduces key concepts and practical tools to create safer, more supportive

environments. This foundational step opens the door to further growth and collaboration with Hyphen’s broader offerings.

Hyphen Horizons: Discovering Self, Connecting Together is a comprehensive six-month program designed to foster deep transformation for students, parents, and educators. Tailored to the unique needs of each community, it includes in-depth workshops, status quo analysis, and ongoing impact measurement. By integrating experiential learning with strategic communications and actionable recommendations, the program not only creates lasting change but also provides a replicable model for building compassionate, safe, and connected environments.

Feel free to leave a comment or contact me

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hold me / let me go training in Amsterdam

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hold me / let me go training in Amsterdam

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Aren’t there too many problems, but are you struggling to connect with your adolescent? Want to prevent it from getting worse? Don’t wait and take action. This short training will teach you how to improve your bond with your child.

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International schools

Organizations working with adolescents

Organizations focused on mental health

Organizations supporting parenthood

Experts (individuals) on the topic: therapists, social workers, coaches, trainers, facilitators, teachers, parents, DEI experts, etc.

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Hyphen is a movement that supports adolescents, parents, and teachers in navigating identity and emotions, addressing modern challenges like polarization, social media, and mental health struggles, to foster belonging and

thriving.

Hyphen provides support in exploring identity, connecting diverse journeys, and bridging different worlds. Currently, at the initial stage, Hyphen is offering 2 programs - a series of parallel workshops (read more in the section "current offer").

Origins of the name:

Hyphen is:

1. The symbol "-", typically used to join two or more words to form a compound term, or to indicate that a word has been split at the end of a line.

2. [figuratively] Something which links two things of greater significance than itself.

3. Someone who belongs to a marginalized subgroup, and can therefore described by a hyphenated term, such as "German-American", "emale-academic", etc.

The word "hyphen" originates from Late Latin, from Ancient Greek ὑφέν (huphén, “together”), contracted from ὑφ’ ἕν (huph’ hén, “under one”), from ὑπό (hupó, “under”) + ἕν (hén, “one”), neuter of εἷς (heîs, “one”).

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Current challenges that both adolescents and society face

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Developing a strong and stable sense of self is widely considered to be one of the c entral tasks of adolescence.

This natural process is always challenging for adolescents, their parents, and the closest environment (school, teachers). Moreover, nowadays there a multiple challenges that interfere with that process as well:

The fast pace of change

Increasing:

migration

polarization

complexity

disparities

popularity of social media that are exacerbating opinions and ideas

Populism, radicalism, nationalism

Difficulties with...

mental health and wellbeing

belonging

understanding and building identity, especially for "third culture" children

processing emotions, negative ones in particular

creating and maintaining connections, relations

transitioning from surviving to thriving

frustration that the school curriculum is not preparing young people for the future

violent and cruel behaviors (e.g. bullying, shaming)

lack of awareness of where to turn for support

overwhelming pressure

Well-supported process of developing identity is beneficial for individuals, their ability to create relations, and the environments they operate.

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How to start the change and build a better future?

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Raising awareness about the development process and its challenges

Introducing a safe space to educate, openly discuss, and share experiences

Addressing identity development and relations challenges at the right time (adolescence)

Supporting adolescents in an integrated way, including parents and teachers

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Hyphen’s vision is a future where everyone feels they can belong and thrive in, where society is characterized by compassion and embraces diversity.

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1. Different layers of identities

ethnicity

nationality

age

sexual orientation

cultural subgroup (emo, nerds etc)

religion

profession

disability

neurodiversity (ADHD, autism)

economic status

parental heritage (e.g. refugees, expats etc)

family history, country history etc

....

2. Inclusion, belonging - what does it mean, how it matters

3. How to process feelings, understand them, and stay connected to ourselves

4. Belief-based identity, and value-based identity.

5. Authenticity - Who I am? Who do I want to be?

6. Pressure to become someone - from relatives, peers,

society

7. Social media exacerbation - amplifying loop of

identities, perspectives, and opinions

8. Complexity and perspectives - what is real?

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1. Different layers of identities

ethnicity

nationality

age

sexual orientation

cultural subgroup (emo, nerds etc)

religion

profession

disability

neurodiversity (adhd, autism)

economic status

heritage (refugees, workers etc)

family history, country history etc

etc....

2. Challenges more specific for international and blended families

3. Belief-based identity and value-based identity

4. Connection to ourselves, and connection within a family

5. Generational differences, communication styles, cultural background, and experiences. Surviving vs thriving, generational trauma.

6. Parental identity and difficulties

7. Passing on parental identity and preparing for the future (from VUCA - to BANI), guiding and letting go.

8. Adolescents' emotional volatility, communication and relations. Importance of the safe space and boundaries.

9. Changing roles of importance and influence

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1. What is taught mindset/culture?

Cultural differences and challenges associated with different scientific disciplines (biology, literature etc)

the dominant model in the curriculum - textbooks, scholars etc (e.g. white English Anglo-Saxon, Europeancentric etc.)

2. Inclusion, belonging, diversity - how to create a safe space and deal with conflicts.

3. Challenges more specific for international and blended families - which identity they are connecting with?

4. Belief-based identity and value-based identity.

5. Creating a safe space to understand and deal with polarities - open democracy experience.

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1. establishing safe space

2. using an open and non-violent communication

3. being responsive to the audience and being flexible

4. prioritizing experiential learning and embodied cognition

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1. Increased

identity literacy

compassion towards others

the connection between students, trust, and belonging

2. Awareness of available support within and outside of school

3. Less violent and cruel behavior (intensity and frequency)

4. Improved mental health and atmosphere (among all groups)

5. More conscientious choice of further education and career path for students

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From raising awareness about identity to building foundations of a more compassionate and diverse future

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The Role of School in Adolescents’ Identity Development. A Literature Review

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The Role of School in Adolescents’ Identity Development. A Literature Review

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Summary

Schools significantly influence adolescents’ identity development, often unintentionally through practices like differentiation and teacher expectations. This literature review synthesizes findings from 111 studies, highlighting how schools can intentionally support identity exploration through meaningful learning experiences and a supportive classroom climate. The research underscores the importance of recognizing both unintentional impacts and strategies for fostering positive identity development in educational settings.

Highlights -📚

1. Schools play a crucial role in adolescents’ identity development.

2. Unintentional impacts include negative messages from teacher expectations.

3. Intentional support can foster identity through explorative learning experiences.

4. A supportive classroom climate enhances identity development.

5. Research is scattered across disciplines, lacking integration.

6. Meaningful learning experiences are vital for identity exploration.

7. Future studies should explore identity dimensions beyond STEM.

Key Insights -🔍

1. Unintentional Impact on Identity - 📉
Schools often communicate implicit messages that can negatively shape adolescents’ self-understanding, such as through tracking and differentiation. These practices can limit opportunities for identity exploration and reinforce stereotypes.

2. Intentional Support Through Exploration - 🌱
Schools can foster identity development by providing structured opportunities for in-breadth, in-depth, and reflective explorative learning. Such experiences can help adolescents discover new interests and refine their self-understandings.

3. Role of Teacher Expectations - 🧑‍🏫
Teacher perceptions and expectations can significantly affect students’ identity formation. High expectations can empower students, while low expectations can hinder self-esteem and engagement in learning.

4. Peer Influence on Identity - 🤝
Peer norms can either support or restrict adolescents’ identity exploration. Positive peer interactions can encourage self-expression, while negative labeling can discourage students from pursuing certain identities.

5. Importance of a Supportive Climate - 🏫
A supportive classroom environment that respects and values students fosters their willingness to explore their identities. This climate should allow for mistakes and encourage mutual recognition among peers.

6. Need for Integrative Research - 🔄
The review identifies a gap in integrative research across different theoretical perspectives on identity development. Combining insights from various disciplines can enhance understanding and application in educational contexts.

7. Broader Identity Dimensions - 🌍
While much focus has been on STEM identities, other dimensions like cultural and gender identities also warrant investigation. Future research should explore how schools can support diverse identity development beyond traditional subjects.

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Identity development within adolescents and how educators and parents can positively affect this development

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Identity development within adolescents and how educators and parents can positively affect this development

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Summary

This article explores identity development in adolescents, highlighting the roles of educators and parents in positively influencing this process. Based on Erikson’s theory and Marcia’s identity statuses, it emphasizes the significance of emotional experiences and nurturing environments in shaping adolescents’ identities. Research indicates that supportive teacher-student relationships and parental involvement are crucial for fostering healthy identity development.

Highlights -📚

1. Erikson’s identity crisis is pivotal in adolescence. 🔄

2. Marcia’s four identity statuses guide understanding of development. 🔍

3. Positive emotional experiences enhance commitment levels. 😊

4. Teachers as role models significantly influence identity. 👩‍🏫

5. Parental emotional support is vital for identity achievement. ❤️

6. Structured curricular interventions can aid identity development. 📖

7. Adolescents require both autonomy and parental guidance. 🤝

Key Insights -💡

1. Understanding Identity Stages - Recognizing Erikson’s and Marcia’s theories provides educators with frameworks to support adolescents in their identity exploration, which is essential for their emotional and psychological well-being. 🔄

2. Emotional Experiences Matter - The emotional highs and lows that adolescents experience play a crucial role in identity formation, suggesting that schools should create supportive environments to foster positive emotional growth. 😊

3. Teacher Influence - Educators who actively engage with and care for their students significantly impact their identity development, highlighting the need for teacher training focused on relational skills. 👩‍🏫

4. Parental Roles - Parental involvement, characterized by warmth and support, is a strong predictor of successful identity achievement, underscoring the importance of family dynamics in adolescent development. ❤️

5. Curricular Interventions - Implementing structured programs in schools can lead to significant improvements in students’ identity statuses, indicating that education systems can play a proactive role in identity development. 📖

6. Need for Autonomy - Adolescents thrive when they are allowed to explore their identities independently, but they still need parental guidance to navigate challenges, balancing independence with support. 🤝

7. Ongoing Research Importance - The evolving nature of identity development highlights the necessity for continued research in this area, ensuring that educators and parents are equipped with knowledge to support adolescents effectively. 💡

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Multiple pathways of integration: Acculturative change and associations with school adjustment in immigrant origin adolescents 

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Multiple pathways of integration: Acculturative change and associations with school adjustment in immigrant origin adolescents 

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Summary

This study explores the emotional fit of immigrant-origin minority youth in cross-cultural friendship networks. The researchers hypothesize that friendships with majority peers are crucial in promoting emotional fit. The study involved over 2000 minority and majority adolescents from 37 secondary schools in Belgium. The results showed that minority youth with more majority friends had higher emotional fit with the majority culture. Emotional fit was also higher for minorities whose majority friends were interconnected and well-connected in the majority peer network. The study emphasizes the importance of cross-cultural friendships in bridging the emotional gap between different cultures and promoting social inclusion and wellbeing among immigrant-origin minority youth.

Key Insights

Having more majority friends is associated with higher emotional fit with the majority culture among immigrant-origin minority youth.

Emotional fit is stronger when reciprocal friendships exist with majority peers.

Minority youth with majority friends who are well-connected in the peer network have higher emotional fit.

Cross-cultural friendships play a crucial role in promoting social inclusion and wellbeing among immigrant-origin minority youth.

The study highlights the importance of emotional fit in bridging the gap between different cultures.

Frequently Asked Questions

How does having more majority friends impact emotional fit among immigrant-origin minority youth?

Having more majority friends is associated with higher emotional fit with the majority culture. This suggests that cross-cultural friendships contribute to a sense of belonging and emotional alignment with the majority culture among immigrant-origin minority youth.

What factors enhance emotional fit with the majority culture among minority youth?

Emotional fit is stronger when there are reciprocal friendships with majority peers. Additionally, emotional fit is higher for minorities whose majority friends are interconnected and well-connected in the majority peer network.

What is the role of cross-cultural friendships in promoting social inclusion and wellbeing?

Cross-cultural friendships bridge the emotional gap between different cultures and promote social inclusion and wellbeing among immigrant-origin minority youth. These friendships provide a sense of belonging and help foster a positive emotional alignment with the majority culture.

Is there a directionality in the relationship between emotional fit and friendships?

The direction of the relationship between emotional fit and friendships is unclear and requires further research. This study focused on the impact of friendships on emotional fit with the majority culture and did not examine the influence of friendships on minority cultures or the effects of diversity policies on emotional fit.

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How school and home context impact the school adjustment

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How school and home context impact the school adjustment

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Summary

This study examined the impact of school closures on the school adjustment of adolescents from different ethnic and socioeconomic backgrounds during the COVID-19 pandemic. The results showed that school closure amplified existing inequalities in school adjustment based on ethnicity and socioeconomic status. Factors in the school context, such as the quality of online instruction and teacher-pupil relationships, served as resources and buffered against reduced school adjustment during closure, particularly among youth from ethnic minority and lower socioeconomic backgrounds. The findings highlight the unequal consequences of school closures and emphasize the important role of teachers in supporting students during challenging times.

Key Insights

School closures during the COVID-19 pandemic amplified existing inequalities in school adjustment based on ethnicity and socioeconomic status.

The quality of online instruction and teacher-pupil relationships served as protective factors for school adjustment during closure, especially for youth from ethnic minority and lower socioeconomic backgrounds.

The impact of school closure on school adjustment varied based on ethnic and socioeconomic backgrounds, with ethnic minority adolescents experiencing greater decreases in school adjustment compared to their majority peers.

The home context did not significantly impact school adjustment during closure, highlighting the importance of the school environment in supporting students.

Teachers play a critical role in supporting students’ adjustment during school closures, serving as a bridge between school and home.

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Belonging matters: the impact of social identification with classmates, friends, and family on interpersonal distance and bullying/cyberbullying in adolescence

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Belonging matters: the impact of social identification with classmates, friends, and family on interpersonal distance and bullying/cyberbullying in adolescence

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Summary:

- 🏫 Social identification plays a crucial role in regulating interpersonal distance, with higher identification leading to a shorter distance maintained with strangers.

- 👫 Strong social identification with peers provides a sense of confidence and trust, leading to a preference for closer proximity.

- 👨‍👩‍👧 Low social identification with family is linked to increased bullying perpetration, emphasizing the importance of family relationships in preventing aggressive behaviors.

- 🔒 Social identification acts as a protective factor against aggressive behaviors, highlighting the role of peer and family relationships in adolescent well-being.

- 🚸 Social identification with classmates and family influences cybervictimization, indicating the impact of group identification on online aggression.

- 🚸 Males are more likely to be victimized in traditional bullying, emphasizing the gender differences in bullying experiences.

- 💻 Cyberbullying is not gender-specific, suggesting that both males and females can be equally involved in online aggression.

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Integration or isolation - Social identity threat relates to immigrant students' sense of belonging and social approach motivation in the academic context

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Integration or isolation - Social identity threat relates to immigrant students' sense of belonging and social approach motivation in the academic context

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Summary:

The study analyzed the effectiveness of Stereotype Threat Interventions (STIs) on various outcomes.

Different types of STIs were reviewed, including promoting social belonging and providing in-group role models.

Strategies like emotion regulation and improving confidence were identified as effective in reducing stereotype threat.

Meta-analysis results showed no significant difference in cognitive vs. non-cognitive outcomes.

The study highlighted the need for further research on intervention strategies and their effectiveness.

The study's findings suggest that implementing belief-based stereotype threat interventions can be practical in improving performance under stereotype threat.

Practical implications include promoting social belonging, providing in-group role models, and blurring group boundaries to counter negative stereotypes.

These interventions can be beneficial in various settings to enhance performance and reduce the impact of stereotypes on individuals' abilities.

A belief-based stereotype threat intervention focuses on changing individuals' beliefs about negative stereotypes associated with their in-group. This type of intervention aims to alter the negative relation between one's concept of the in-group and ability in a domain or adjustment in a particular environment. Strategies such as blurring group boundaries, promoting social belonging, and providing in-group role models are examples of belief-based interventions.

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Empowering students against ethnic bullying: review and recommendations of innovative school programs

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Empowering students against ethnic bullying: review and recommendations of innovative school programs

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Summary:

- 📚 Ethnic bullying is a growing concern in schools and can have negative effects on the mental health and academic performance of students.

- 🏫 Positive school environments and exposure to racial and ethnic diversity can help reduce bullying and victimization.

- 👥 Anti-ethnic bullying programs should focus on cultural awareness, empathy-building, bystander intervention, and challenging stereotypes.

- 🌍 Globalization and migration have increased the need for effective programs to address ethnic bullying in diverse school settings.

Theoretical frameworks such as Social Learning Theory, Contact Theory, Stigma Theory, and the Proactive Bystander Intervention Model can inform the design of anti-ethnic bullying programs.

Cultural awareness workshops can promote understanding and respect for diversity, while empathy-building activities can help students develop compassion and perspective-taking skills.

Bystander intervention training can empower students to intervene in bullying situations and promote a culture of active bystanders.

Stigma-based interventions can challenge biases and stereotypes, fostering inclusivity and reducing ethnic bullying.

Collaboration between teachers, parents, administrators, and community members is crucial for the success of anti-ethnic bullying programs.

Schools should prioritize the creation of safe and supportive environments that celebrate diversity and address the unique needs of students from different ethnic backgrounds.

Further research and evaluation are needed to assess the effectiveness of anti-ethnic bullying programs in specific contexts.

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Summary

The study investigates the relationship between biculturalism and adjustment in diverse cultural backgrounds, extending the meta-analysis of Nguyen and Benet-Martinez (2013). The researchers conducted an updated meta-analysis that included 90 new studies and assessed the magnitude of the relation between biculturalism and adjustment. They also investigated the role of moderators for the association between biculturalism and adjustment, such as sample characteristics, the manner in which biculturalism is operationalized, and the societal context in which people reside.

The findings confirmed a positive relationship between biculturalism and adjustment, which is stronger than the relationship between adjustment and heritage culture orientation. This relationship was moderated by the way in which biculturalism was assessed and the type of adjustment. The study did not see indications of publication bias and formulated recommendations for future studies on biculturalism.

Biculturalism refers to cultural mixing within individuals and the cultural change that occurs as a result of intergroup contact. Bicultural individuals can be voluntary immigrants, second-generation immigrants, ethnic minority groups, refugees, and sojourners. The study highlights the importance of understanding the role of biculturalism in adjustment and the potential moderating factors in this relationship.

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Social identity threat is related to ethnic minority adolescents' social approach motivation towards classmates via reduced sense of belonging

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Social identity threat is related to ethnic minority adolescents' social approach motivation towards classmates via reduced sense of belonging

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Summary:

The study examined the relationship between social identity threat and social approach motivation among ethnic minority adolescents in German secondary schools. The results showed that social identity threat was indirectly associated with lower social approach motivation towards both ethnic minority and majority classmates through reduced sense of belonging. This effect was more pronounced in face-to-face interactions compared to online interactions. Additionally, the study found that the interplay of ethnic and national identity moderated the relationship between social identity threat and sense of belonging. Students with different combinations of ethnic and national identity showed varying levels of susceptibility to social identity threat. The study highlights the importance of creating inclusive school environments to support ethnic minority students and reduce disparities based on stereotypes. However, the study had limitations, including its cross-sectional design and reliance on self-report measures. Future research should incorporate longitudinal and behavioral measures to further investigate these relationships.

Key Insights

Social identity threat negatively predicts social approach motivation among ethnic minority adolescents in German secondary schools.

Reduced sense of belonging mediates the relationship between social identity threat and lower social approach motivation.

The negative effect of social identity threat is buffered by the endorsement of multiple social identities, particularly strong ethnic and national identities.

Face-to-face interactions have a stronger impact on social approach motivation compared to online interactions.

The interplay of ethnic and national identity moderates the relationship between social identity threat and sense of belonging.

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Bullying among teens: are ethnicity and race risk factors for victimization?

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Bullying among teens: are ethnicity and race risk factors for victimization?

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Summary

This article analyzes the scientific production on racial or ethnic bullying and its impact. The study found an increase in research on the topic in recent years, with ethnicity and race being identified as risk factors for bullying. The results also showed that ethnic identity, low socio-economic and cultural levels, and drug consumption were associated with being a victim of ethnic harassment. The article emphasizes the negative physical and psychological impact of bullying and the need to address the issue in schools.

Takeaways

Research on racial or ethnic bullying has increased in recent years, indicating growing concern in the scientific community.

Ethnicity and race have been identified as risk factors for being a victim of bullying.

Ethnic identity, low socio-economic and cultural levels, and drug consumption are associated with ethnic harassment.

Bullying has negative physical and psychological impacts on victims.

Schools need to address bullying to protect more people from its harmful effects.

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Cultivating identity formation in youth programs through authenticity

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Cultivating identity formation in youth programs through authenticity

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Identity formation is a vital part of adolescent health, and youth programs have the prime opportunity to support it by providing space for teens to be their authentic teen selves.

Psychologists often describe authenticity in terms of four components: 1) Awareness—of our own thoughts, feelings, values, traits, ways of being, etc.; 2) Unbiased processing—of how we assess and accept (or not) information about ourselves; 3) Behavior—how well we stay true to our real feelings, preferences, values, and needs regardless of pressures to do otherwise; and 4) Relational orientation—how open and honest we are in our closest relationships.

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Share Get link Facebook Twitter Pinterest Email Other Apps

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Cultivating identity formation in youth programs through authenticity

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We bridge youth development research and practice. Our faculty bloggers tell you what is happening the field, with an eye to evidence-based research.

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The Development of Self and Identity in Adolescence: Neural Evidence and Implications for a Value-Based Choice Perspective on Motivated Behavior

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The Development of Self and Identity in Adolescence: Neural Evidence and Implications for a Value-Based Choice Perspective on Motivated Behavior

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The article discusses the development of self and identity during adolescence, emphasizing how neurobiological processes influence value-based decision-making in this developmental stage. Adolescents navigate their emerging identities, which fosters autonomy and social connectedness. Neuroimaging studies indicate that the ventromedial prefrontal cortex (vmPFC) becomes increasingly involved in self-evaluation, impacting choices and motivations. The authors propose a model where motivated behavior in adolescence is shaped by identity-related values, suggesting that self-concepts can significantly influence decision-making processes. This perspective challenges traditional views that portray adolescent behavior as merely a failure of self-control, instead highlighting the complex interplay between identity, social influences, and the neural mechanisms underlying decision-making.

Key Insights

The development of self and identity in adolescence is crucial for forming personal goals and motivations.

Enhanced engagement of the vmPFC during adolescence reflects the growing importance of self-related processes in decision-making.

Motivated behavior can be better understood through a value-based decision-making lens, which incorporates diverse inputs from identity and social contexts.

Adolescents exhibit increased sensitivity to identity-relevant values, affecting their choices and self-regulation.

The Identity-Value Model emphasizes that goal-directed behaviors are valued more when linked to an individual’s identity, suggesting intervention strategies to promote positive outcomes.

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Understanding adolescents experiences of discrimination and the role of identity literacy

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Understanding adolescents experiences of discrimination and the role of identity literacy

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Discrimination, whether based on race, gender, sexual orientation, or other stigmatized identities, can hinder healthy adolescent development. It can lead to feelings of isolation, stress, and a negative self-image, which in turn can affect mental health, academic performance, and social relationships.

Tools and programs that promote identity literacy, such as the OICD’s Identity Literacy Program, can be invaluable. Identity literacy refers to the set of abilities that enable individuals to navigate the development of their identities effectively. It involves integrating cultural knowledge, reflecting on personal and group identities, and adapting these identities to overcome challenges.

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The Organization for Identity & Cultural Development

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Understanding Adolescents’ Experiences of Discrimination and the Role of Identity Literacy - The Organization for Identity & Cultural Development

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Explore the transformative power of Identity Literacy in supporting adolescents through discrimination. This insightful blog post delves into the latest research on how discrimination impacts youth and the crucial role of disclosure in fostering well-being. Learn about the OICD’s Identity Literacy Program and how Identity Mapping can empower educators and school principals to create inclusive environments that encourage students to share and navigate their experiences. Discover practical strategies for building resilience and promoting a sense of belonging among students, ultimately enhancing their identity development and academic success. Perfect for educators and school principals seeking to make a positive difference in the lives of adolescents.

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Adolescents’ experiences of discrimination, disclosure of discrimination, and well-being

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Adolescents’ experiences of discrimination, disclosure of discrimination, and well-being

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Discrimination because of one’s stigmatized identities and personal characteristics can thwart healthy adolescent development. Little is known about the role of disclosure, including whether adolescents talk about their discrimination experiences with close relational partners (i.e., parents, siblings, friends) and whether disclosure mitigates the negative effects of discrimination. Addressing this gap, this study investigated links between adolescents’ perceptions of discrimination in multiple settings (from teachers at school, from peers at school, and online) and indicators of adolescent well-being (i.e., depressive symptoms, positive identity/values, school trouble, and school bonding), and tested whether disclosure of discrimination experiences moderated these associations. Survey data from 395 parent-adolescent dyads (33% African American/Black, Hispanic/Latinx, and White, respectively) were analyzed using mixed model ANOVAs and multiple regression. Perceived discrimination was generally associated with less positive identity/values, more trouble at school and less school bonding; however, disclosure of discrimination mitigated some of these deleterious links. Adolescents’ close relationships that promote disclosure therefore represent an important context that can provide protective benefits and ensure youth garner the resources and support they need for optimal development.

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Adolescents’ Identity Development Predicts the Transition and the Adjustment to Tertiary Education or Work

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Adolescents’ Identity Development Predicts the Transition and the Adjustment to Tertiary Education or Work

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Although identity development is crucial in individuals’ psychological adjustment from adolescence to adulthood, little is known about its impact in the transition to tertiary education or work. This study examined whether identity development during high school predicts career choices and adjustment (i.e., engagement) and maladjustment (i.e., burnout) after graduation. Higher identity synthesis during high school years predicted entry into tertiary education, while higher identity confusion predicted transition to work. Furthermore, higher identity synthesis during the high school years predicted higher post-graduation academic engagement, and higher levels of identity confusion predicted higher levels of post-graduation academic or work burnout. Overall, this study contributes to the understanding of the role of identity development in adolescence as a valuable asset for predicting the transition and the adjustment to tertiary education or work.

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Abstract

Although identity development is crucial in individuals' psychological adjustment from adolescence to adulthood, little is known about its impact in the transition to tertiary education or work. This study examined whether identity development during high school predicts career choices and adjustment (i.e., engagement) and maladjustment (i.e., burnout) after graduation. A total of 357 Japanese adolescents participated throughout the 3-year period of vocational high school ( M age  = 15.75; 62.75% girls). A follow-up assessment, at 18 months after the school-to-tertiary education or school-to-work transitions, was conducted. Higher identity synthesis during high school years predicted entry into tertiary education, while higher identity confusion predicted transition to work. Furthermore, higher identity synthesis during the high school years predicted higher post-graduation academic engagement, and higher levels of identity confusion predicted higher levels of post-graduation academic or work burnout. Overall, this study contributes to the understanding of the role of identity development in adolescence as a valuable asset for predicting the transition and the adjustment to tertiary education or work.

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Notes

1. These rates indicate the proportion of entrants into the bachelor's programs who transitioned directly to tertiary education from upper secondary education without any significant break (e.g., a gap year).

2. For the study burnout and work burnout scales, the items are completely parallel. As for the study engagement and work engagement scales, we used the shortened version of an original 17-item scale (Schaufeli, Salanova, et al., 2002) to reduce participants' burden. Although the numbers of items are different (i.e., the student version consists of 9 items and the worker version consists of 3 items), each of the shorten versions have been designed to be compatible to the original version.

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Acknowledgements

The authors wish to express their gratitude to all the students and schools who participated in this study. We also thank Satoko Saiga for her research assistance.

Funding

This study was supported by Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research(C), Grant Number 18K03068 to Kazumi Sugimura. Elisabetta Crocetti's work on this paper was partly supported by a visiting professor fellowship from Hiroshima University, Japan.

Data Sharing and Declaration

Data used in the present study are available at OSF, https://osf.io/9qm8z/.

Preregistration

This study was not preregistered.

Author information

Authors and Affiliations

1. Graduate School of Humanities and Social Sciences, Hiroshima University, 1-1-1 Kagamiyama, Higashihiroshima, Hiroshima, 739-8524, Japan

Kazumi Sugimura

2. Faculty of Business Administration, Matsuyama University, 4-2 Bunkyo-cho, Matsuyama, Ehime, 790-8578, Japan

Shogo Hihara

3. Graduate School of Sustainable System Science, Osaka Metropolitan University, 1-1 Gakuen-cho, Naka-ku, Sakai, Osaka, 599-8531, Japan

Kai Hatano

4. Department of Psychology, Alma Mater Studiorum University of Bologna, Viale Berti Pichat 5, Cesena, FC, 47521, Italy

Elisabetta Crocetti

Contributions

KS conceived the study, participated in its design, conducted the data collection, and coordinated and drafted the manuscript; SH performed the statistical analysis, participated in the interpretation of the data, and drafted the manuscript; KH participated in the design of the study, the interpretation of the data, and drafted the manuscript; EC participated in the interpretation of the data and drafted the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Kazumi Sugimura.

Ethics declarations

Conflict of Interest

The authors declare no competing interest.

Ethics Approval

The formal Institutional Review Board of Hiroshima University approved this project (Project title: Identity Development in Vocational high school students). The study was performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments.

Informed Consent

All participants answered the questionnaires after signing an informed consent agreement.

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Sugimura, K., Hihara, S., Hatano, K. et al. Adolescents' Identity Development Predicts the Transition and the Adjustment to Tertiary Education or Work. J. Youth Adolescence 52, 2344-2356 (2023). https://doi.org/10.1007/s10964-023-01838-y
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Keywords

# data[].attributes.attachment_link.title
Adolescents' Identity Development Predicts the Transition and the Adjustment to Tertiary Education or Work - Journal of Youth and Adolescence

# data[].attributes.attachment_link.description
Although identity development is crucial in individuals' psychological adjustment from adolescence to adulthood, little is known about its impact in the transition to tertiary education or work. This study examined whether identity development during high school predicts career choices and adjustment (i.e., engagement) and maladjustment (i.e., burnout) after graduation.

# data[].attributes.headline
A Multi-mediation Model on the Relations of Bullying, Victimization, Identity, and Family with Adolescent Depressive Symptoms

# data[].attributes.subject
A Multi-mediation Model on the Relations of Bullying, Victimization, Identity, and Family with Adolescent Depressive Symptoms

# data[].attributes.body
Summary

The study explored a multi-mediation model examining the connections between bullying behavior, peer victimization, personal identity, family characteristics, and depressive symptoms among high school students. The findings indicated that peer victimization serves as a mediator between bullying behavior and depressive symptoms, while personal identity mediates the relationship between peer victimization and depressive symptoms. Additionally, family characteristics significantly influence all variables within the mediation framework, with positive family traits offering a protective effect against bullying, victimization, and depression. The study underscores the necessity of considering various factors to understand adolescent susceptibility to depressive symptoms.

Key Insights

Peer victimization is a crucial mediator between bullying behavior and depressive symptoms in adolescents.

Personal identity also plays a mediating role, influencing the link between peer victimization and depressive symptoms.

Family characteristics significantly impact bullying behavior, peer victimization, personal identity, and depressive symptoms.

Positive family traits can provide protective benefits against the adverse effects of bullying and victimization.

The findings emphasize the complexity of factors contributing to adolescent depression, suggesting a need for holistic approaches in prevention and intervention.

# data[].attributes.headline
Experiential Education Programs: Fertile Environments for Identity Formation

# data[].attributes.subject
Experiential Education Programs: Fertile Environments for Identity Formation

# data[].attributes.body
This study examined identity formation among students enrolled in immersion semester high schools and how contextual elements and identity formation actions influence identity formation process profiles. The findings showed that thinking about values and beliefs in school is related to increased identity exploration and that the teacher–student relationship and novelty in these contexts facilitates thinking about values and beliefs. Students prone to rumination may particularly benefit from the supportive environment, which can increase the likelihood that they discuss their values and beliefs. Experiential educators working with middle to late adolescents who want to help their participants engage in identity formation should prioritize teacher–student relationships, novel experiences, and a supportive community.

# data[].attributes.headline
Dimensions of Identity Development Scale (DIDS): A test of longitudinal measurement invariance in
Greek adolescents

# data[].attributes.subject
Dimensions of Identity Development Scale (DIDS): A test of longitudinal measurement invariance in
Greek adolescents

# data[].attributes.body
Identity is one core developmental task of adolescence. Although Marcia’s model,comprising of the dimensions of exploration and commitment, has dominatedidentity research for decades new models have recently been proposed. Luyckxand colleagues’ model poses that identity is a process consisting of five aspects:Exploration in Breadth, Commitment Making, Ruminative Exploration, Explorationin Depth and Identification with Commitments. The Dimensions of IdentityDevelopment Scale (DIDS) is a 25-item instrument developed to assess those fiveaspects. The goal of this study is: (a) to test the applicability of DIDS in a sample ofGreek adolescents, and (b) to investigate the longitudinal measurement invarianceof the scale.

# data[].attributes.attachment_link.title
Dimensions of Identity Development Scale  DIDS   A test of longitudinal measurement invariance in Greek adolescents

# data[].attributes.attachment_link.title
Super-Parents | Parenting Tips & Advice on Instagram: "Parenting Teens: Embracing the Changes Ahead 🌱

"As your child enters adolescence, you might notice them pulling away and becoming more independent. 

It’s a natural part of their growth, and while it can be tough, it’s essential for them to find their own path. This phase isn’t the end of your relationship—just a new chapter.

At Super Parents, we’re here to help you navigate these changes with practical advice and real talk.

Follow us for insights and tips on raising confident, independent teens while maintaining a strong connection.

Video Adapted from: Huberman Lab
Song: https://www.audiocoffee.net/
Speaker: Dr Becky Kennedy"

# data[].attributes.attachment_link.description
30K likes, 381 comments - suparents on August 31, 2024: "Parenting Teens: Embracing the Changes Ahead 🌱

"As your child enters adolescence, you might notice them pulling away and becoming more independent. 

It’s a natural part of their growth, and while it can be tough, it’s essential for them to find their own path. This phase isn’t the end of your relationship—just a new chapter.

At Super Parents, we’re here to help you navigate these changes with practical advice and real talk.

Follow us for insights and tips on raising confident, independent teens while maintaining a strong connection.

Video Adapted from: Huberman Lab
Song: https://www.audiocoffee.net/
Speaker: Dr Becky Kennedy". 

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# data[].attributes.headline
The youth mental health crisis - How are charities coping with a rise in children and young people seeking mental health support? ​ 

# data[].attributes.subject
The youth mental health crisis - How are charities coping with a rise in children and young people seeking mental health support? ​ 

# data[].attributes.attachment_link.readable_text
How are charities responding to rising need?
Piloting new referral mechanisms and services
To meet the needs of children and young people, some charities are piloting new approaches to mental health support.

For example, in 2021 a huge surge in demand for support from the Gloucestershire mental health charity TIC+ during the Covid-19 pandemic increased the average wait for its counselling service from 3.8 weeks to 12-14 weeks. In response, the charity started varying its standard seven sessions, depending on the needs of each individual. The introduction of a new One At A Time Counselling Model (1@T), which provides a single, solution-focused intervention within two to three weeks of self-referral, has freed up additional capacity and led to a significant reduction in waiting times across the service. Both measures enhanced the charity's ability to serve a greater number of young people in need.

Charities are also tailoring their services to better meet the increasingly complex needs that young people are now presenting with. In Bristol, Empire Fighting Chance has developed the innovative Box Therapy programme to enhance its highly successful Box Champions offer which combines non-contact boxing with psychologically informed mentoring. Many of the young people Empire supports do not feel comfortable in a traditional therapeutic environment. However, they willingly engage with and respond well to Box Therapy which fuses non-contact boxing with Acceptance and Commitment Therapy (ACT).
Developing and expanding digital services
The continued development of digital technology has presented a growing opportunity for long-term integration of digital and blended approaches into mental health treatment. Digital technology is boosting capacity across the care pathway. For many charities, the use of digital technology allows mental health support to be scaled quickly, increasing rapid access to treatment. Offering earlier digital intervention can also reduce demand on other treatment options and prevent progression to more severe symptoms which can be more costly to treat.

However, the advantages of digital technology also extend beyond this ability to scale services. From our conversations with charities, we know that digital tools, if designed and implemented correctly, can lead to more person-centred and holistic treatment. For example, the use of smart technology in stem4's Worth Warrior app (which aims to reduce symptoms of early-stage eating disorders) tailors the content of what young people see to meet the needs of each individual. Digital support can reach young people where they are, in an environment that is comfortable for them; accessing support in this way can feel less daunting and more immediate than speaking to an adult face-to-face. The use of text or online chat services can also afford young people a greater sense of autonomy, as they are able to determine the pace at which they respond to tasks or answer questions. Off the Record Croydon, for example, offers a text-based counselling service so young people can communicate their feelings to a professional 'in their own time and on their own terms', without having to book an appointment.

Our previous reports on digital mental health services found that many charities are successfully using digital services, alongside their pre-existing face-to-face support, to enhance the package of care available for children and young people. However, there are a number of barriers which prevent charities from fully embracing digital technology. These include a lack of workforce capacity and confidence, concerns about ethical and safeguarding issues relating to digital platforms, and the high cost of developing and maintaining effective digital services. More research into the types of digital support that work best for different groups of young people and for different mental health conditions is still needed.
Developing the professional mental health workforce
Workforce retention and staffing shortages remain 'one of the greatest challenges for the mental health sector, affecting the quality of care and the safety of both patients and staff.' Demand for mental health care is increasing faster than the mental health care workforce, which remains the same size as it was 10 years ago. Although NHS England plans to increase the number of NHS staff working in mental health, primary care, and community care by 73% by 2036-37, this may still not address the current shortfall. Currently, there is NHS funding available for trainee Clinical Psychologists but no public funding for trainee therapists, beyond student loans and a handful of higher education scholarships. This lack of funding acts as a major barrier to many who would otherwise be interested in qualifying as a therapist.

As well as numbers, the workforce also has a diversity problem. Eighty five percent of all CYPMHS staff are female. Asian/Asian British staff are particularly under-represented in the mental health workforce. There is a real need, therefore, not just to expand the CYPMH workforce but also to diversify the workforce to better support all children and young people who require support.

Many young people turn to support from charities when they cannot access NHS services or are on long waiting lists. But there are not enough qualified mental health practitioners in the charity sector either. In response, many charities are investing in workforce development activity and designing their own training pathways for those interested in qualifying as a child mental health practitioner. Place2Be has training bursaries available and TIC+ offers subsidised placements to people from backgrounds under-represented in the counselling workforce.
Collaborating with others
In response to the growing demand for youth mental health support, some charities are developing innovative partnerships-including with corporates, NHS Trusts, research institutions and other charities-to deliver mental health interventions.
Expanding the volunteer workforce
Many charities within the youth mental health sector depend heavily on volunteers to run their services. Childline, Beat, and Shout are three well-known mental health initiatives that rely heavily on volunteers to run their helpline services, particularly since demand for support has increased significantly in the past few years. Shout, for example, had over 4,000 active volunteers over the course of 2023, many of whom are based in New Zealand and support night-time conversations with UK service users.

Volunteers undoubtedly play a central role in many charities that support children and young people with their mental health. Yet the ongoing cost-of-living crisis and the impacts of the pandemic have contributed towards a drop in volunteering. The proportion of the UK population who volunteered at least once a month in 2021-22 was 16%, down from 23% in 2019-20. Smaller charities are particularly concerned about volunteer recruitment, with six out of ten small charities rating this as their main concern. For many mental health charities that rely on volunteer support to staff helplines, online support services, and in-person support sessions, this is a worrying trend.

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We have identified six key areas where funders have the potential to create long-term positive change for children and young people mental health.

# data[].attributes.body
7 questions to ask your kids:

1. What are the things your parents worry about that they do not need to?

2. What are the things your parents do not worry about that they should?

3. What are the sweetest things your parents do that they don't realize you appreciate?

4. What do you like doing with your parents?

5. What don't your parents understand about the world around you?

6. What don't your parents understand about you?

7. How do you feel loved by your parents?

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Mr Joshua on Instagram: "7 questions to ask your kids #parentsoftiktok #therapy #mentalhealth"

# data[].attributes.attachment_link.description
24K likes, 190 comments - mister_joshuat on October 27, 2024: "7 questions to ask your kids #parentsoftiktok #therapy #mentalhealth". 

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We aim to help adolescents, parents, and teachers in identity understanding and development. We do this by educating the above groups in parallel, increasing identity literacy, and facilitating a safe and open environment.

Hyphens are used to join up words, it’s symbolic for connecting. We aim to help adolescents, parents, and teachers to better connect with themselves and others.

# data[].attributes.body
Feel free to leave a comment or contact me via email hyphen@tuta.com

# data[].attributes.attachment_link.title
The New Tenth Foundation, Inc. on Instagram: "The human brain undergoes continuous development and maturation until approximately the age of 25. This has significant implications for students, parents, and educators in comprehending the evolving cognitive abilities, attention spans, and learning capacities of young individuals. Being mindful of this prolonged developmental process can shape attitudes towards academic growth and achievement. #parents #children #brain #development #teachers #students #focus #belief #growth #success"

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23K likes, 249 comments - thenewtenth on September 2, 2024: "The human brain undergoes continuous development and maturation until approximately the age of 25. This has significant implications for students, parents, and educators in comprehending the evolving cognitive abilities, attention spans, and learning capacities of young individuals. Being mindful of this prolonged developmental process can shape attitudes towards academic growth and achievement. #parents #children #brain #development #teachers #students #focus #belief #growth #success". 

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Ipseology: the study of human identity using large data sets and computational methods

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Ipseology: the study of human identity using large data sets and computational methods

# data[].attributes.attachment_link.readable_text
Ipseology is the new science of the self.

Ipseology comprises modern methods for the study of identity. It is the investigation of ipseity: selfhood, individuality and the elements of identity.

This website is Ipseology Central - a place to explore ipseology data, methods, visualizations and publications. It is maintained by Dr. Jason Jeffrey Jones.

NEW! Pre-order the introductory book Ipseology - A New Science of the Self.

# data[].attributes.attachment_link.title
Ipseology Central by Dr. Jason Jeffrey Jones

# data[].attributes.attachment_link.description
A computational social science approach to the study of personally expressed identity

# data[].attributes.attachment_caption
Kassia Kelly Self-Discovery & Empowerment on Instagram: original video by @skypeoplle 🗣️: speaker is Bob Proctor

# data[].attributes.attachment_link.title
Kassia Kelly 🦋 Self-Discovery & Empowerment on Instagram: "🪞“You, my dear, are much more 
than you know.
You are a beautiful spirit
housed in that skin you wear.
You are more than passing thoughts
and circumstances.
You are more than your past,
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Each day that you wake up
your presence is a gift to a world
that needs your light - shine bright,
and when you can’t shine bright 
know that it’s ok.
Even the sun disappears 
from your sight for a while,
but eventually returns.”
- @collector_of_thoughts 🌞

It’s only when you meet and know your True Self that you can find true peace, freedom, and fulfillment in this lifetime. 🙏🏼

You are so much more than the skin you’re in.

Quiet your mind, look with your heart. Come home to the Truth of who you are. 👁️❤️🏡

Connect with me @inward.traveler for more self-discovery and personal growth inspo like this! 💕

📽️: original video by @skypeoplle 
🗣️: speaker is Bob Proctor @proctorgallagher 

#bobproctor #selfdiscovery #selfdiscoveryjourney #spiritual #awakening #lookwithin"

# data[].attributes.attachment_link.description
154K likes, 1,680 comments - inward.traveler on August 15, 2024: "🪞“You, my dear, are much more 
than you know.
You are a beautiful spirit
housed in that skin you wear.
You are more than passing thoughts
and circumstances.
You are more than your past,
present, and future.
Each day that you wake up
your presence is a gift to a world
that needs your light - shine bright,
and when you can’t shine bright 
know that it’s ok.
Even the sun disappears 
from your sight for a while,
but eventually returns.”
- @collector_of_thoughts 🌞

It’s only when you meet and know your True Self that you can find true peace, freedom, and fulfillment in this lifetime. 🙏🏼

You are so much more than the skin you’re in.

Quiet your mind, look with your heart. Come home to the Truth of who you are. 👁️❤️🏡

Connect with me @inward.traveler for more self-discovery and personal growth inspo like this! 💕

📽️: original video by @skypeoplle 
🗣️: speaker is Bob Proctor @proctorgallagher 

#bobproctor #selfdiscovery #selfdiscoveryjourney #spiritual #awakening #lookwithin". 

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SAPIENKIND on Instagram: "George Carlin (1937–2008) was a groundbreaking American stand-up comedian, social critic, actor, and author, known for his sharp wit, fearless social commentary, and willingness to challenge societal norms. Carlin’s humor was often irreverent, provocative, and satirical, and he used comedy as a platform to critique a wide range of topics, including politics, religion, language, and human behavior."

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SAPIENKIND on Instagram: "George Carlin (1937–2008) was a groundbreaking American stand-up comedian, social critic, actor, and author, known for his sharp wit, fearless social commentary, and willingness to challenge societal norms. Carlin’s humor was often irreverent, provocative, and satirical, and he used comedy as a platform to critique a wide range of topics, including politics, religion, language, and human behavior.

#standup #standupcomedy"

# data[].attributes.attachment_link.description
23K likes, 281 comments - sapienkind on November 8, 2024: "George Carlin (1937–2008) was a groundbreaking American stand-up comedian, social critic, actor, and author, known for his sharp wit, fearless social commentary, and willingness to challenge societal norms. Carlin’s humor was often irreverent, provocative, and satirical, and he used comedy as a platform to critique a wide range of topics, including politics, religion, language, and human behavior.

#standup #standupcomedy". 

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# data[].attributes.attachment_caption
Dr Rangan Chatterjee on Instagram: "There’s no such thing as perfect parenting—it’s about showing up with good intentions, being present, and staying mindful. In this week’s podcast, Dr. Dan Siegel shares his powerful message that it’s never too late to repair. He also walks us through his “4 S’s” of parenting, a framework to help raise emotionally resilient kids. This is just a short clip from our full conversation. To dive deeper, listen to episode 489 of my ‘Feel Better, Live More’ podcast🎙️with @drdansiegel"

# data[].attributes.body
Introducing 4 S concept in parenting:

When children are Seen, Soothed and Safe, they can also feel Secure and become resilient

# data[].attributes.attachment_link.title
Dr Rangan Chatterjee on Instagram: "Drop a ❤️ if this resonated with you today AND remember, there’s no such thing as perfect parenting—it’s about showing up with good intentions, being present, and staying mindful.

In this week’s podcast, Dr. Dan Siegel shares his powerful message that it’s never too late to repair. He also walks us through his “4 S’s” of parenting, a framework to help raise emotionally resilient kids.

This is just a short clip from our full conversation. To dive deeper, listen to episode 489 of my ‘Feel Better, Live More’ podcast🎙️with @drdansiegel"

# data[].attributes.attachment_link.description
38K likes, 317 comments - drchatterjee on October 28, 2024: "Drop a ❤️ if this resonated with you today AND remember, there’s no such thing as perfect parenting—it’s about showing up with good intentions, being present, and staying mindful.

In this week’s podcast, Dr. Dan Siegel shares his powerful message that it’s never too late to repair. He also walks us through his “4 S’s” of parenting, a framework to help raise emotionally resilient kids.

This is just a short clip from our full conversation. To dive deeper, listen to episode 489 of my ‘Feel Better, Live More’ podcast🎙️with @drdansiegel". 

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Example of European bias in teaching history

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Example of European bias in teaching history

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Aden on Instagram: "#knowledge #history #europe #paris #london #britain #french #italy #iran #arab #history #turkish #ancient #iran"

# data[].attributes.attachment_link.description
4,685 likes, 1,423 comments - articulating_history on September 22, 2024: "#knowledge #history #europe #paris #london #britain #french #italy #iran #arab #history #turkish #ancient #iran". 

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VR immersive experience

e-learning modules

social media content

games

podcasts

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Exploration of Experiences and Perpetration of Identity-Based Bullying Among Adolescents by Race/Ethnicity and Other Marginalized Identities

# data[].attributes.subject
Exploration of Experiences and Perpetration of Identity-Based Bullying Among Adolescents by Race/Ethnicity and Other Marginalized Identities

# data[].attributes.body
In this cross-sectional study of 3939 high school youth in US, the highest rates of experiencing and perpetrating identity-based bullying were demonstrated by youth with multiple marginalized identities. Experiences with and perpetration of bullying based on race/ethnicity were associated with all health, mental health, and violence outcomes examined; experiencing multiple forms of identity-based bullying was associated with worse adjustment.

These results suggest that policies that address experiences of race/ethnicity-based bullying and co-occurring mental and physical health outcomes must also attend to other aspects of youths’ social identity.

# data[].attributes.attachment_link.readable_text
Key Points

Question

How are experiences of bullying based on race/ethnicity/national origin and other marginalized identities associated with outcomes for health, mental health, and violence among adolescents?

Findings

In this cross-sectional study of 3939 high school youth, the highest rates of experiencing and perpetrating identity-based bullying were demonstrated by youth with multiple marginalized identities. Experiences with and perpetration of bullying based on race/ethnicity were associated with all health, mental health, and violence outcomes examined; experiencing multiple forms of identity-based bullying was associated with worse adjustment.

Meaning

These results suggest that policies that address experiences of race/ethnicity-based bullying and co-occurring mental and physical health outcomes must also attend to other aspects of youths' social identity.

This cross-sectional survey study of high school students at 13 public high schools in a large US city examines associations of bullying based on racial/ethnic, gender, and other marginalized identities with outcomes for health, mental health, and violence.

Abstract

Importance

Race-based discrimination represents an ongoing public health crisis in the US, manifested by wide-ranging disparities in youth health, mental health, and violence exposure. However, studies of racial discrimination often neglect experiences of identity-based bullying (IBB) stemming from other marginalized identities, such as gender identity and sexual orientation.

Objective

To examine associations between experiences of IBB based on race/ethnicity/national origin and other social identities and youth health, mental health, and violence outcomes.

Design, Setting, and Participants

This cross-sectional study analyzed responses from an anonymous survey conducted at 13 public high schools in Pittsburgh, Pennsylvania, between October 15, 2018, and October 19, 2018. Participants included in the study were in the 9th through 12th grades. Data were analyzed from October 15, 2020, to February 14, 2021.

Exposures

Experiences of bullying and bullying perpetration based on race/ethnicity/national origin and other social identities (ie, gender identity, sexual orientation, religion, physical or mental disability, immigration status, other unspecified reason).

Main Outcomes and Measures

Youth health (delayed well care; forgone medical care; physical, mental, or emotional limitations), mental health (nonsuicidal self-injury, suicidal ideation), and violence involvement (weapon perpetration or survivorship, fighting, sexual assault, adolescent relationship abuse, experiencing homicide of friend or family member) were assessed using self-reported items modeled on the Centers for Disease Control and Prevention Youth Risk Behavior Survey.

Results

Among 3939 participants, the mean (SD) age was 15.7 (1.3) years; 1380 students (36.3%) identified as Black/African American, 2086 (53.7%) as assigned female at birth, 1021 (32.6%) as belonging to a sexual minority group, and 313 (10.0%) as gender diverse. Among reported social identities, race/ethnicity-based experiences of bullying (375 students [9.5%]) and bullying perpetration (209 students [5.8%]) were the most common. Youth with multiple stigmatized identities experienced even higher rates of experiences of IBB and IBB perpetration. Specifically, the highest rates of IBB were reported by gender diverse Black and Hispanic youth. Experiencing IBB based on multiple stigmatized identities was associated with all outcomes, including delayed well care (aOR, 1.41; 95% CI, 1.20-1.65), forgone medical care (aOR, 1.64; 95% CI, 1.44-1.87), nonsuicidal self-injury (aOR, 2.86; 95% CI, 2.53-3.24), suicidal ideation (aOR, 2.49; 95% CI, 2.20-2.83), and greater violence involvement (experiencing violence: aOR, 2.90; 95% CI, 2.45-3.43; homicide survivorship: aOR, 1.19; 95% CI, 1.06-1.33).

Conclusions and Relevance

These results further encourage the development of youth health, mental health, and violence prevention programs that address experiences of bullying based on multiple marginalized identities.

Introduction

Race-based discrimination is an ongoing public health crisis in the US, manifested by wide-ranging disparities in health care access and health outcomes, exposure to community and interpersonal violence, and inequitable criminal justice interactions. Black adolescents experience an average of 5 instances of racial discrimination per day, underscoring the extent to which anti-Blackness is woven into societal fabric. While Black youth report the highest rates of racial discrimination in the US, other racial/ethnic minority groups, including Latinx youth, are also frequent targets of race-based discrimination and bullying. Such experiences during adolescence have been linked to multiple negative emotional, behavioral, and physical health problems, which often persist into adulthood. Targeting and responding to adolescents' experiences with discrimination has the potential to prevent further widening of inequities into adulthood.

Although many racial-ethnic minority youth demonstrate extraordinary resilience by drawing on cultural and familial strengths, repeated encounters with racial discrimination can lead to significant emotional and psychological injury, also known as racial trauma. Other forms of discrimination and identity-based bullying (IBB), including gender-based and ableist bullying, carry similar negative health consequences. IBB can be a form of interpersonal trauma that threatens an individual's self-esteem and sense of safety, resulting in variable socioemotional responses, including heightened depressive and other internalizing symptoms or increased violence and aggression. For some adolescents, these expressions of anger may take the form of bullying or harassing others, a behavior conceptualized as the bully-victim. While bully-victims exhibit higher levels of depression, anxiety, and suicidality, the complex mechanisms through which identity affects bullying behaviors remain poorly understood. In particular, traditional models of IBB may neglect broader, interacting systems of oppression that drive these responses.

While studies of single-identity discrimination, including race-based discrimination, have proliferated, research considering IBB based on multiple stigmatized identities is needed. According to intersectionality theory, dynamic structures of power and inequality (eg, racism, sexism, heterosexism) constrain access to resources and shape our lived experience. Thus, other aspects of youths' sociocultural contexts, such as gender identity, sexual orientation, and immigration status may interact with their race to inform the frequency and types of racial discrimination they experience. In addition, broader societal structures may drive other forms of intersectional oppression, including exposure to interpersonal and community violence. Together, these identity-based phenomena may factor into how multiply marginalized youth navigate encounters with health care and mental health systems. Thus, without considering multiple forms of IBB, our ability to meet the diverse needs of racial/ethnic minority youth is limited.

To address this gap, the current study adopted an intersectional approach by jointly considering experiences of discrimination based on race, sexual orientation, gender identity, religion, immigration status, and physical or mental disability. Using a cross-sectional sample of youth, this investigation sought to clarify how different types of IBB independently and collectively affect health, mental health, and violence-related outcomes. Patterns of IBB were examined to elucidate how youth adjustment may differ across various combinations of experiences (ie, experiences of IBB, IBB perpetration, involvement in both).

Methods

This study sampled 4207 students in grades 9 through 12 at 13 high schools within Pittsburgh Public Schools (PPS), who completed anonymous school-based surveys of health risk and protective behaviors. An informational letter sent to parents/guardians provided an opportunity to opt out of their child's participation by signing and returning the form. All students who were present in school on the day of survey administration and whose parents/guardians had not opted out were eligible to participate. Students were also given the opportunity to opt out of participation. Questions were modeled on the US Centers for Disease Control and Prevention Youth Risk Behavior Survey (YRBS) and were administered as a paper-pencil survey during a class period between October 15 and October 19, 2018. Among 6306 students enrolled across all 13 schools, 4487 surveys were collected (a response rate of 71.2%). A total of 280 surveys (6.2%) were excluded-37 surveys were unreadable and 243 were judged too incomplete for analysis. Because data collection was anonymous, we were unable to ascertain demographics of students not completing the survey. This survey was a partnership among PPS, Allegheny County Health Department, and UPMC Children's Hospital of Pittsburgh. The PPS School Board approved this assessment, and the University of Pittsburgh's institutional review board deemed this cross-sectional analysis exempt from review because it used deidentified data. No remuneration was provided. This study followed the Strengthening the Reporting of Observational Studies in Epidemiology ( STROBE) reporting guideline.

Measures

Racial/Ethnic Identity

Participants were given the following race options and instructed to mark all that apply: White, Black or African American, Asian, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander, and other. A separate question queried Hispanic/Latino origins. Based on the race and ethnicity prevalence in the sample, we created a race/ethnicity variable with 4 categories that included Non-Hispanic White, Non-Hispanic Black, Hispanic, and multiracial/other.

Gender Identity

Gender was assessed with 2 questions about current gender identity and sex assigned at birth. Youth who endorsed their gender identity as transgender, genderqueer, nonbinary, or another identity, and youth whose gender identity differed from their sex assigned at birth were categorized as gender diverse.

Sexual Orientation

Participants indicated which of the following best describes them by marking yes or no: heterosexual, mostly heterosexual, gay or lesbian, bisexual, queer, asexual, and not sure. Youth who endorsed any response other than heterosexual were coded as sexual minorities.

Discrimination and IBB

An experience of IBB was defined as answering affirmatively to being bullied on school property during the past 12 months. To assess experiences of IBB, youth were then asked whether they had been harassed or bullied on school property during the past 12 months for any of the following reasons (yes/no responses): race/ethnicity/national origin, religion, gender, sexual orientation, physical or mental disability, immigration status, and/or other reason.

To assess IBB perpetration, youth indicated whether they had harassed or bullied others based on each of the aforementioned 7 identity categories. In addition to looking at endorsement rates for each identity, we also summed participants' responses to obtain a total number of stigmatized identities, with separate scores computed for experiences of IBB and IBB perpetration. Because few participants endorsed either category of IBB based on more than 2 identities (81 [2.1%] and 30 [0.8%], respectively), total scores were rescored so that more than 2 identities were scored as 2 (ie, 0 indicates 0 identities; 1 indicates 1 identity; 2 indicates ≥2 social identities).

Health and Health Care Outcomes

Well-child care was assessed by asking, "When was the last time you saw a doctor or nurse for a check-up or physical exam when you were not sick or injured?" Responses were recoded so that 0 equaled 2 years or less since routine well visit and 1 equaled more than 2 years since routine well visit. Forgone health care was assessed with a single yes or no question: "In the past 12 months, have you ever thought you needed to go see a doctor, nurse, or go to the emergency room BUT did NOT go?" Participants also indicated whether they "are limited in any way in any activities because of physical, mental, or emotional problems" in a yes or no question.

Mental Health Outcomes

Nonsuicidal self-injury (NSSI) and suicidal ideation in the past 12 months were assessed using validated items from the YRBS. NSSI was defined as answering affirmatively (1 time or more) to the question: "How many times have you ever hurt yourself on purpose without wanting to die, such as cutting, pinching, scratching, or burning yourself?" Suicidal ideation was assessed with 1 binary item: "Did you ever seriously consider attempting suicide?"

Violence Outcomes

Five YRBS items assessed violence-related outcomes within the past 12 months, operationalized as any or none: violence perpetration (threatened or injured someone else with a weapon), exposure to violence (someone threatened or injured you with a weapon), physical fighting, sexual assault (forced to do sexual things you did not want to do), and adolescent relationship abuse (someone you were dating or going out with forced you to do sexual things or physically hurt you on purpose). Lifetime homicide survivorship was defined as answering affirmatively (ie, 1 or greater) to the question, "How many of your friends and/or family members have been murdered?"

Statistical Analysis

Analyses were performed using Stata version 16.1 (StataCorp) and proceeded in 4 steps. First, descriptive statistics were computed to examine demographics, rates of IBB experiences and perpetration, and youth health, mental health, and violence involvement. Second, unadjusted logistic regression models were run to test associations between experiences of IBB based on race/ethnicity/national origin and IBB perpetration based on the 7 specified social identities. Third, we computed adjusted mixed-effects logistic regression models to estimate youth health, mental health, and violence outcomes as a function of the total number of stigmatized identities for experiences of IBB and IBB perpetration, and accounting for the clustering of data by school. Last, we jointly examined experiences of IBB and/or IBB perpetration based on race/ethnicity/national origin. Linear combinations of model coefficients were used to calculate adjusted odds ratios (aORs) for each of the following compared with uninvolved youth: experiences of IBB only, IBB perpetration only, and involvement in both forms of IBB. Adjusted mixed-effects logistic regression was used to regress health, mental health, and violence outcomes on IBB involvement type. All logistic regression models were adjusted for age and included a random intercept for school; given our study's focus on examining IBB, we did not control for other demographic factors such as race, gender identity, or sexual orientation. Statistical significance was set to P  < .05 in 2-tailed tests.

Of the 4207 youth who completed surveys, 2950 youth did not respond to the IBB items. Closer examination of the data revealed that 2448 of these participants responded no when asked if they had been bullied on school property within the past 12 months, suggesting that these participants interpreted the subsequent IBB subtype questions as inapplicable to them. This is further corroborated by the fact that these 2448 youth responded to the other items immediately before and after the IBB questions. Thus, IBB items were coded as no if youth did not respond and had answered no to the preceding question inquiring about being bullied on school property. Prior work using similar items from the YRBS have used this approach to handle missing data on IBB questions. This yielded a total sample size of 3939 out of 4207 youth (6.3% missing IBB data). There were no significant differences in demographics (age, race/ethnicity, sex assigned at birth, gender identity, and sexual orientation) between individuals who completed vs did not complete the IBB items. Analyses were limited to the 3939 participants with IBB data.

Results

Across all 3939 students included in this study, mean (SD) participant age was 15.7 (1.3) years; 1380 youth (36.3%) identified as Black/African American, 2086 (53.7%) as assigned female at birth, 1021 (32.6%) as belonging to a sexual minority group, and 313 (10.0%) as gender diverse ( Table 1). Overall, 1505 participants (38.2%) reported experiences of IBB, 972 (27.0%) reported IBB perpetration, and 890 (24.7%) reported both experiences of IBB and IBB perpetration. Experiences of IBB due to race/ethnicity/national origin were the most commonly reported type (375 participants [9.5%]); however, many participants experienced IBB based on another unspecified reason (756 [19.2%]). IBB perpetration showed similar patterns, with highest rates of perpetration based on race/ethnicity/national origin (209 [5.8%]) or another unspecified reason (476 [13.2%]). Youth with multiple stigmatized identities experienced even higher rates of both sides of IBB ( Table 2). Specifically, the highest rates of experiences of IBB and IBB perpetration were reported by gender diverse Black and Hispanic youth. The eTable in the Supplement outlines the detailed constellation of IBB reported by youth. Across all participants, the most frequently endorsed health, mental health, and violence-related outcomes included forgone medical care (872 [33.5%]), NSSI (975 [26.3%]), and homicide survivorship (1606 [42.1%]) ( Table 1).

Table 1. Prevalence of Demographic Characteristics, IBB, and Health, Mental Health, and Violence Outcomes.

Table 2. Prevalence of IBB by Demographics and Intersectional Identities.

As summarized in Table 3, youth who reported experiences of IBB based on race/ethnicity/national origin were more likely to also report IBB perpetration due to their race/ethnicity/national origin (OR, 8.97; 95% CI, 6.58-12.21), religion (OR, 6.42; 95% CI, 4.40-9.38), gender (OR, 3.04; 95% CI, 1.83-5.06), sexual orientation (OR, 3.73; 95% CI, 2.24-6.19), physical or mental disability status (OR, 2.64; 95% CI, 1.45-4.79), immigration status (OR, 2.25; 95% CI, 0.50-3.23), and other reasons (OR, 2.25; 95% CI, 1.70-2.99).

Experiencing IBB based on multiple stigmatized identities was associated with all health, mental health, and violence outcomes examined; the same pattern of findings emerged for IBB perpetration ( Table 4). For example, experiences of IBB (aOR, 1.64; 95% CI, 1.44-1.87) and IBB perpetration (aOR, 1.55; 95% CI, 1.30-1.86) were both significantly associated with forgone health care.

Table 5 reports adjusted associations between the race/ethnicity/national origin IBB involvement types (ie, experiences of IBB only, IBB perpetration only, involvement in both) and health, mental health, and violence outcomes, with no involvement treated as the reference. Compared with no involvement, experiences of IBB tied to race/ethnicity/national origin was significantly associated with going more than 2 years since a routine well visit (aOR, 1.57; 95% CI, 1.05-2.34), forgone medical care (aOR, 1.70; 95% CI, 1.18-2.38), NSSI (aOR, 2.64; 95% CI, 1.98-3.52), suicidal ideation (aOR, 1.65; 95% CI, 1.19-2.29), and all violence-related outcomes (eg, physical fighting: aOR, 1.80; 95% CI, 1.34-2.42; sexual assault: aOR, 1.81; 95% CI, 1.28-2.56) with the exception of homicide survivorship. Compared with no involvement, race/ethnicity/national origin IBB perpetration demonstrated very similar direct associations with all health, mental health, and violence outcomes. When comparing joint involvement in both experiences of IBB and IBB perpetration with no involvement, there were fewer significant differences that emerged, with the exception of greater suicidal ideation and exposure to violence ( Table 5).

Table 5. Associations Between IBB Groupings and Health, Mental Health, and Violence.

Discussion

Among a school-based sample of youth in urban neighborhoods, the present study examined experiences of IBB and IBB perpetration based on race/ethnicity/national origin and other stigmatized identities. Examining types of IBB provided key insights into the complex interplay between intersecting identities and highlighted the pervasive exposure to race/ethnicity/national origin IBB among youth, particularly among Black and Hispanic youth who identify as gender diverse. Of note, youth who experienced race-based bullying were also more likely to perpetrate bullying based on multiple identities, highlighting how perceived stigma, minority stress, and systemic disempowerment factors into interactions with peers. The present analysis complements recent intersectional approaches using national YRBS data to examine the prevalence of experiences of bullying among youth who identify as belonging to both racial/ethnic and sexual minority groups. We extend these findings by examining the types of both experiences of IBB and IBB perpetration (eg, racial/ethnic/national origin, sexual orientation, gender identity) experienced by youth, and find higher endorsed prevalence across multiple types of IBB in using this approach.

Experiences of IBB and IBB perpetration were both associated with all health, mental health, and violence outcomes examined; experiencing multiple forms of IBB was associated with worse adjustment. Notably, compared with uninvolved youth, youth experiencing IBB due to race/ethnicity/national origin were at increased risk for NSSI, suicidal ideation, exposure to violence, sexual assault, and adolescent relationship abuse. These same youth were also more likely to forego medical care (ie, not go to the emergency department when needed) and go more than 2 years since their last routine well visit. Similar results emerged for youth in the race/ethnicity/national origin IBB perpetration only group.

Follow-up studies are needed to elucidate specific barriers to health care utilization among youth who have experienced race/ethnicity/national origin IBB. However, it is reasonable to expect that an important barrier includes the historical and continued mistreatment of Black (eg, Tuskegee syphilis study) and Hispanic communities, which have led to warranted mistrust of health care systems. Although associations between IBB and service utilization may be driven by additional factors, such as family income, parents' experiences of discrimination, or insurance status, it is critical to recognize how histories of oppression in the medical system and adolescents' experiences of discrimination may contribute to these disparities. Our findings align with broadly recognized gaps in the receipt of health services for marginalized youth and serve as a call to action to health care professionals to address experiences of race/ethnicity-based bullying and co-occurring health effects through creating inclusive clinical spaces, talking about instances of racist behavior with patients and families, and dismantling structural drivers of persistent inequities.

Data for the present study were collected in 2018, a time in which we saw increases in racist political rhetoric, racial hate crimes, and the introduction of antitransgender legislation restricting access to health care and reversing protections prohibiting discrimination in health care based on gender identity. These examples highlight how sociocultural and political contexts may shape experiences of IBB among youth. Efforts to address IBB-associated health outcomes among Black transgender individuals must consider the multiple layers of oppression due to racism and transphobia. Furthermore, as data reflect the experiences of youth of race-based bullying in schools, prevention efforts should empower young people to engage in prosocial, antiracist behaviors with their peers, and schools should incorporate healing-centered practices that recognize racial trauma.

Limitations

Our findings must be interpreted within the context of several study limitations. Data collection took place in urban neighborhoods in a single city; thus, findings may not generalize to adolescents in other geographic contexts. Missing data due to both survey opt-out and/or school absence and nonresponse to IBB questions could have biased findings. While youth have firsthand knowledge of IBB that may be unknown to others, the stigma of bullying may make youth reluctant to disclose being their experiences with IBB or IBB perpetration. Both forms of IBB were examined with single yes/no items for each stigmatized identity. More detailed assessment of these experiences, including of the frequency, severity, and perpetrator of IBB, is needed. Small subsample sizes required us to collapse across categories (eg, other collapsed a number of racial/ethnic identities) and precluded us from examining specific combinations of IBB. Future examinations incorporating larger samples are needed for a more nuanced intersectional examination of experiences of IBB and IBB perpetration. Finally, because of this study's cross-sectional design, we are unable to draw directional conclusions from these data. While IBB itself may not directly lead to violence exposure or negative health or mental health, youth with exposure to IBB may be more likely to experience these outcomes because of structures of racism, homophobia, and other forms of identity-based discrimination.

Conclusions

Despite a widespread increase in research on IBB, particularly race-based discrimination, studies that attend to multiple aspects of one's social identity remain limited. This study found nuanced association patterns across types of IBB that factor into a number of health outcomes. Results encourage development of prevention programs that address bullying based on multiple marginalized identities. Policies and practices that address systemic racism and are attuned to the lived experiences of minority youth are imperative to support marginalized youth in clinical, school, and community-based settings.

References

19. US Centers for Disease Control and Prevention . Youth Risk Behavior Survey Questionnaire. Published online 2017. Accessed February 15, 2021. https://www.cdc.gov/yrbs

37. US Department of Justice . Hate crime statistics, 2018. Published online November 2019. Accessed February 14, 2021. https://ucr.fbi.gov/hate-crime/2018

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Supplementary Materials

Articles from JAMA Network Open are provided here courtesy of American Medical Association

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Exploration of Experiences and Perpetration of Identity-Based Bullying Among Adolescents by Race/Ethnicity and Other Marginalized Identities

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How are experiences of bullying based on race/ethnicity/national origin and other marginalized identities associated with outcomes for health, mental health, and violence among adolescents? In this cross-sectional study of 3939 high school youth, ...

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Identity-Based Bullying Undermines Student Safety and Success

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Identity-Based Bullying Undermines Student Safety and Success

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Identity-Based Bullying Undermines Student Safety and Success - IDRA

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• By Paige Duggins-Clay, J.D. and Makiah Lyons • IDRA Newsletter • May 2023 • To develop safe and healthy ... read more

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Students’ (Inter)National Identities within International Schools: a Qualitative Study

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Students’ (Inter)National Identities within International Schools: a Qualitative Study

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Debates surrounding national and international identity are becoming increasingly prevalent with the rise of nationalist and populist rhetoric in the public sphere. International schools, which are growing in number, serve as valuable sites for conducting research on national and international identity as they can be viewed as a representation of the increasing diversification of many schools around the world. The aim of the study described in this article is to determine how the national and international identities of young people are influenced by being educated in this context. The conceptual frame of the study brings together a variety of concepts related to identity, categorised under national identity, transnational identity and cosmopolitan identity. In addition, the concept of ‘third space’ is drawn upon to reflect on the individualised process of negotiating identity. The study, undertaken with two international schools in Belgium and Serbia, found that attending an international school influenced students in a variety of ways, with some students strengthening their sense of international identity and others their national affiliation. It also emerged that the curricula and culture of these two schools promoted a hierarchy of identities, with the highest value awarded to Anglo-Western identities.

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Students’ (Inter)National Identities within International Schools: a Qualitative Study - Sinéad Fitzsimons, 2019

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Debates surrounding national and international identity are becoming increasingly prevalent with the rise of nationalist and populist rhetoric in the public sph…

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Weik-Lee Dhey on Instagram: "Did you start thinking of examples, too?  It's Moody Monday! The perfect time to give space for our emotions- to be aware, to learn, and to choose.

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Parents mistakenly think they can engineer their kids’ intelligence, IQ, and academic success through specific parenting strategies.

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Parents mistakenly think they can engineer their kids’ intelligence, IQ, and academic success through specific parenting strategies.

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Parents mistakenly think they can engineer their kids’ intelligence, IQ, and academic success through specific parenting strategies. But the reality, as Dr. Russell Barkley explains, is that much of a child’s abilities are influenced by genetics and temperament.

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@parenting.unlocked on Instagram: "Parents mistakenly think they can engineer their kids’ intelligence, IQ, and academic success through specific parenting strategies. But the reality, as Dr. Russell Barkley explains, is that much of a child’s abilities are influenced by genetics and temperament. 

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If your teen drives you up the wall with some of their frustrating tendencies, rest easy. Research shows that these “annoying”  behaviors might actually be signs that they’re thriving.

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Jeannie Elbing, CA Therapist | Anxiety & Self-Esteem on Instagram: "If your teen drives you up the wall with some of their frustrating tendencies, rest easy. Research shows that these “annoying”  behaviors might actually be signs that they’re thriving. ✨
 
💁🏼‍♀️Let’s decode those “annoying” behaviors: ⬇️
 
1. Talking Back 

🤓 Research suggests that when teens talk back, it can be a positive sign of their development. It indicates they are asserting their independence, developing critical thinking and communication skills, and feeling secure enough in their relationship with their parents to express their opinions.
 
*While it’s a normal part of growing up, guiding them to do so respectfully is essential.
 
 
2. Taking Risks 

🤓 Research suggests that teen risk-taking reflects their exploration of new experiences, which is crucial for cognitive and emotional growth, and is linked to the ongoing maturation of the prefrontal cortex, the part of the brain responsible for decision-making. 
 
3. Constantly Negotiating Rules 

🤓 Research indicates that this behavior shows they are developing critical thinking skills, learning to advocate for themselves, and practicing problem-solving. 
 
4. Ignoring Advice:

🤓 Research suggests that this behavior often reflects their growing independence and desire to think for themselves, as they test their own ideas and learn from personal experiences. It also indicates they are engaging in critical thinking, as they evaluate and challenge the perspectives of others. 
 
5. Spends Excessive Time on their Appearance: 

🤓 Research suggests that this focus often reflects a healthy engagement with their self-identity and self-expression, which are important aspects of adolescence. It can also indicate that they are developing social awareness and a sense of self-care. While balance is important, this behavior can contribute to building self-esteem and confidence as they navigate their social environments.

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219K likes, 602 comments - genzanxietytherapist on January 30, 2025: "If your teen drives you up the wall with some of their frustrating tendencies, rest easy. Research shows that these “annoying”  behaviors might actually be signs that they’re thriving. ✨
 
💁🏼‍♀️Let’s decode those “annoying” behaviors: ⬇️
 
1. Talking Back 

🤓 Research suggests that when teens talk back, it can be a positive sign of their development. It indicates they are asserting their independence, developing critical thinking and communication skills, and feeling secure enough in their relationship with their parents to express their opinions.
 
*While it’s a normal part of growing up, guiding them to do so respectfully is essential.
 
 
2. Taking Risks 

🤓 Research suggests that teen risk-taking reflects their exploration of new experiences, which is crucial for cognitive and emotional growth, and is linked to the ongoing maturation of the prefrontal cortex, the part of the brain responsible for decision-making. 
 
3. Constantly Negotiating Rules 

🤓 Research indicates that this behavior shows they are developing critical thinking skills, learning to advocate for themselves, and practicing problem-solving. 
 
4. Ignoring Advice:

🤓 Research suggests that this behavior often reflects their growing independence and desire to think for themselves, as they test their own ideas and learn from personal experiences. It also indicates they are engaging in critical thinking, as they evaluate and challenge the perspectives of others. 
 
5. Spends Excessive Time on their Appearance: 

🤓 Research suggests that this focus often reflects a healthy engagement with their self-identity and self-expression, which are important aspects of adolescence. It can also indicate that they are developing social awareness and a sense of self-care. While balance is important, this behavior can contribute to building self-esteem and confidence as they navigate their social environments.

🫶🏼 FOLLOW @genzanxietytherapist for more relatable mental health tips & education from a licensed therapist 

#parentingteens #teenmentalhealth #adolescentmentalhealth #parenting #genz #teenselfesteem #confidence". 

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A post shared by Jeannie Elbing, CA Therapist | Anxiety & Self-Esteem (@genzanxietytherapist)

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The Secret To Effective Teaching and Parenting With Maggie Dent

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STEP 2

Immersive Experience & Reflection

Immerse yourself in Virtual Reality scenarios that challenge perspectives and promote empathy. Post-measurement evaluations help gauge growth and comprehension, ensuring you're primed for actionable insights.

STEP 3

Knowledge & Guided Action

Conclude with a comprehensive course section, equipping you with knowledge and motivation to effect change. The journey doesn't end there-move to our Guided Action for resources to foster an inclusive work environment.

Request Demo

Courses Available

Our platform offers a range of comprehensive DE&I training courses designed to tackle various workplace issues such as discrimination, unconscious bias, and harassment. With new courses planned for the future, we're dedicated to helping organizations create safe and inclusive spaces for everyone.

Courses to Empower and Enlighten

Empulse offers courses to tackle workplace challenges, guiding you toward a more understanding and inclusive environment. With new courses planned for the future, we're dedicated to helping organizations foster safer workplaces for everyone.

Sexual Harassment

Explore the nuances of sexual harassment, recognizing its manifestations and learning strategies to combat it.

Gender bias

Delve into the complex world of gender biases, understanding their origins, impacts, and the ways to overcome them.

Bullying

Step into an impactful VR experience to tackle workplace bullying andmicroaggressions, facilitating a supportive and positive working environmentfor everyone.

Racism & Religious Discrimination

Navigate the intricate dynamics of racism and religious discrimination, understanding their deep-rooted origins and learning to challenge and change these prejudices.

Empathetic leadership allows diversity to thrive.

In a time when marginalized communities are gaining visibility and employees are challenging oppressive norms, diversity has become the cornerstone of modern-day business.

Without inclusion, diversity cannot flourish. Inclusion requires empathy, a deep understanding and appreciation of diverse perspectives, ensuring workspaces where everyone can belong and excel.

The most vital skill for today's business is empathy, as it drives all else.

Request Demo

Proven Impact with Enliven's Methodology

Methodology awarded by the Dutch Department of Justice

Over 25,000 professionals successfully trained

92% would strongly recommend our training to their peers

In Their Words

Tom Furness

Professor & Grandfather of Virtual Reality

"We had always thought that virtual reality would become a transportation system for our senses, but now we realize that it is transportation for our hearts as well. This has been demonstrated conclusively by Enliven's growing portfolio of empathy-experiences that could only be delivered using immersive computing. Now I am excited about the next step for Enliven to show the world that VR is also the 'training wheels' for the heart. And I want to help!"

Jean-Philippe Courtois

Executive Vice President and President, National Transformation Partnerships at Microsoft

"In our rapidly evolving digital landscape and with the challenges the world faces, it's not just about leveraging technology, it's about using technology for good. Enliven's groundbreaking platform is a testament to this - driving diversity, equity, and inclusion through immersive empathy training and redefining the role of technology in shaping inclusive workplaces."

Sacha Martina

Sascha Martina - Founder & CEO @ Your Talent Agency and Inclusive 30 of 2023 by MT/Sprout

Enliven's VR and gaming tech fosters empathy by immersing users in others' experiences with discrimination, bias, or trauma. This is vital for building compassion and equity in society. As a D&I expert, I've seen Enliven's transformative impact and highly recommend it to business leaders prioritizing inclusivity and safety. It can help you achieve these goals.

Strengthen your empathy muscle today

Accelerate your journey towards a more inclusive, empathic and safer workplace. Contact us to request a demo, explore our training packages and discover the transformative power of Virtual Reality.

Thank you for reaching out! We look forward to understanding your needs or answering your questions. The Enliven team will be in touch soon.

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Empulse by Enliven: Empathy-Centered DE&I VR Training for Corporates

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Transform corporate DE&I training with Empulse by Enliven. Dive deep into genuine empathy-driven experiences that redefine Diversity, Equity, and Inclusion for the modern workplace.

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Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis

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Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis

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Summary

The 2018 study by Robert Thornberg and Linda Wänström, published in the Social Psychology of Education, investigates the complex relationship between bullying and factors such as altruistic motivations, victim-blaming tendencies, and bystander behaviors among students. Involving 901 Swedish students aged 9 to 13 from 43 classrooms, the research reveals that bullying perpetration correlates positively with victim-blaming and negative reinforcing behaviors, while altruistic motivations serve as a protective factor against bullying. The study emphasizes classroom dynamics as critical influences on bullying incidents, positing that peer group behavior can affect individual actions, regardless of personal beliefs against bullying. Gender differences indicate that boys are more prone to bullying than girls, aligning with socialization patterns, though age did not significantly impact findings. Researchers recommend that anti-bullying programs reduce victim-blaming and enhance altruism to foster a supportive school culture. Overall, Thornberg and Wänström’s work contributes to understanding the intersection of individual motivations, classroom behaviors, and effective bullying interventions, advocating for a focus on altruism and responsible bystander actions in schools.

Key Insights

💡 The Role of Altruistic Motivations: Research indicates that altruism plays a crucial role in mitigating bullying behaviors. Students who possess a strong motivation to defend victims are less likely to participate in bullying scenarios. This suggests that fostering altruistic behaviors through moral education could diminish bullying prevalence.

📈 Victim-Blaming and its Impact: The study emphasizes the troubling relationship between victim-blaming attitudes and bullying behaviors. Those who deflect responsibility onto victims are more likely to engage in bullying, underscoring a need to address these mindsets within educational contexts. Educational programs should aim to reframe victim narratives to reduce blame and enhance empathy.

🔄 Impact of Classroom Reinforcement: The dynamics within classrooms are significant predictors of bullying behaviors. High levels of reinforcing behaviors among peers are associated with increased bullying, indicating that interventions should not only focus on individual students but also on modifying the group behaviors that contribute to bullying incidents.

🎓 Theoretical Frameworks Applied: The research employs multiple theoretical frameworks, including social-ecological, self-determination, and attributional theories, to understand bullying. This multi-theory approach permits a comprehensive view of the factors influencing bullying, highlighting the importance of situational context when addressing this social issue.

💔 Gender Socialization Patterns: Boys are more likely to engage in bullying than girls, which aligns with traditional socialization practices that condone aggressive behaviors in males. Understanding these patterns is crucial for developing gender-sensitive approaches to bullying prevention.

🕰️ Age Limitations on Bullying Trends: The study’s mixed findings on the significance of age suggest that age alone does not drive bullying behaviors. Instead, social motivations and classroom dynamics take precedence, pointing towards intervention strategies that address these influences across all age groups.

🔍 Recommendations for Future Research and Programs: The authors advocate for bullying interventions that not only reduce victim-blaming and reinforcing peer behaviors but also cultivate altruism among students. This dual approach is proposed as essential for creating a supportive school environment that is tough on bullying while fostering empathetic peer relationships.

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Bullying and its association with altruism toward victims, blaming the victims, and classroom prevalence of bystander behaviors: a multilevel analysis - Social Psychology of Education

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With reference to social-ecological, self-determination, attributional, and social cognitive theories, the current study examined whether gender, age, altruistic motivation to defend victims, and tendency to blame the victims, at the individual level, and the prevalence of reinforcing and defending, at the classroom level, were associated with bullying. A sample of 901 Swedish students (9–13 years old, M = 11.00, SD = .83) from 43 classrooms filled out a questionnaire. Multilevel regression analyses revealed that the perpetration of bullying was positively associated with the prevalence of reinforcing at the classroom level and blaming the victims at the individual level, whereas it was negatively associated with altruistic motivation to defend victims of bullying at the individual level. Furthermore, students with high altruistic motivation to defend victims of bullying were less inclined to bully, independent of the classroom level of reinforcing. The current study suggests that bullying prevention and intervention programs should: explicitly target bystander behaviors, in particular to reduce the prevalence of reinforcing bullying; include efforts to strengthen altruistic self-concept and motivation to defend victims; and prevent, challenge, and counteract tendencies among students to blame the victim.

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Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade

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Bullying Prevention in Adolescence: Solutions and New Challenges from the Past Decade

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The review conducted by Christina Salmivalli and colleagues investigates the ongoing issue of bullying among adolescents, which adversely affects emotional well-being during a formative period characterized by developing peer relationships. While anti-bullying programs implemented in schools over the past ten years have achieved moderate success in decreasing bullying incidents, there remains significant variability in their effectiveness. The authors identify several persistent challenges associated with these interventions, including:

1. Weak and Variable Program Effects: Despite some initiatives demonstrating positive outcomes in reducing bullying, the overall impact varies significantly based on factors such as student populations and implementation methods.

2. Complex Interactions of Bullying, Victimization, and Social Status: The relationship between bullying behavior and social standing among peers complicates intervention efforts, especially as adolescents often engage in competitive dynamics for social acceptance.

3. Peer Defending Dynamics: Encouraging students to defend victims can have mixed results, sometimes leading to unintended consequences for both the defenders and the victims.

4. Healthy Context Paradox: In environments where overall victimization rates are low, newly victimized adolescents may experience more intense repercussions compared to those in higher victimization contexts, revealing a troubling paradox.

The authors point to meta-analyses indicating that anti-bullying initiatives are somewhat more effective with younger children than adolescents. Programs that incorporate parental involvement and informal peer engagement tend to yield the best outcomes, but research continues to seek clarity on the specific components that foster success in interventions.

Additionally, the article underscores the necessity for research that considers contextual, developmental, and social influences on both bullying and victimization. Given the changes arising from the COVID-19 pandemic, advances in our understanding of peer dynamics and the motivations behind bullying—often closely tied to social hierarchy—are vital for creating effective preventive strategies tailored for adolescents.

Salmivalli et al. also encourage exploring peer-led initiatives as a potential focus for interventions, where influential students could model positive behaviors to combat bullying among high school peers. The overall conclusion emphasizes that addressing bullying in adolescence demands a nuanced approach that combines an understanding of social dynamics with efficient intervention strategies.

Research highlights also reveal that youth engaging in bullying may not necessarily face social repercussions as previously thought, thereby challenging the effectiveness of interventions designed to mitigate these harmful behaviors. Motivations for participating in bullying are multifaceted, with some adolescents seeking popularity while others might be unaware of their aggressive behavior’s impact.

Moreover, findings illustrate that high-status individuals can also become victims, debunking the stereotype that only low-status youth are targeted. The notion that defending against bullying can be viewed as a group dynamic brings forth both supportive outcomes for victims as well as potential risks for the defenders themselves, underscoring the complex nature of intervention strategies.

The complexity continues with insights into how the regional dynamics within classrooms, gender differences, and peer perceptions impact the experience of victims and the nature of defending behavior. While class contexts that endorse defending may enhance the psychological well-being of all students, they can also amplify the negative experiences of marginalized victims.

In acknowledging potential downsides, the authors spotlight the “healthy context paradox,” emphasizing how well-functioning classroom environments can inadvertently intensify feelings of isolation and negative self-perception for victims, thus indicating the need for careful consideration in anti-bullying measures.

The study concludes with a call for ongoing longitudinal research to better understand how different environments influence bullying dynamics and the efficacy of prevention programs, particularly concerning the psychosocial health of victims and defenders. An early intervention framework is underscored as essential in decreasing bullying instances as individuals mature into adolescence.

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This webinar discusses the importance of authenticity in relational practice within care settings, focusing on how to balance professional and personal selves to foster genuine connections.

Highlights

The session, led by Darren, Gabriel, and Richard, explores relational practice related to love in the care profession.

Authenticity is linked to professional values, enabling connections with care-experienced young people.

The “three Ps” (professional, personal, and private selves) framework guides professionals in sharing appropriate personal experiences.

Real-life examples demonstrate how small personal disclosures can enhance trust and relationships with young people.

Participants engage in breakout discussions, emphasizing the need for boundaries in sharing personal stories to protect professionalism.

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Relational Practice - webinar 4: being authentic

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Teaching Kids to Defend Against Manipulation | How can you teach your kids to defend themselves against an abuser’s manipulation? Featuring Lundy Bancroft, expert on male violence against women

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BorderlinerNotes on Instagram: "Teaching Kids to Defend Against Manipulation | 

How can you teach your kids to defend themselves against an abuser’s manipulation? Featuring Lundy Bancroft, expert on male violence against women. 

#dv #abuse #parenting #psychology"

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1,029 likes, 21 comments - borderlinernotes on April 27, 2025: "Teaching Kids to Defend Against Manipulation | 

How can you teach your kids to defend themselves against an abuser’s manipulation? Featuring Lundy Bancroft, expert on male violence against women. 

#dv #abuse #parenting #psychology". 

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A post shared by BorderlinerNotes (@borderlinernotes)

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Jeannie Elbing, CA Therapist | Anxiety & Self-Esteem on Instagram: "Hot take: That backtalk, moodiness, and rule-pushing? It’s not disrespect – it’s development. 👏🏻

Here’s the breakdown 👇🏻

1️⃣ They save their worst moods for you
 What it looks like: snapping, shutting down, or totally losing it the second they walk in the door. 
 Why they do it: Because you’re their safe place. They’ve been masking all day and they finally get to let it out.
 What that says about you: You’ve created a relationship where they don’t have to perform. That’s a big deal.

2️⃣ They express strong opinions
 What it looks like: arguing passionately, questioning your beliefs, pushing back on everything. 
 Why they do it: They’re figuring out who they are—and trying their opinions on out loud.
 What that says about you: You’ve made it safe for them to have a voice, even if it comes out spicy.

3️⃣ They question your decisions
 What it looks like: “Why can’t I go?” “That makes no sense.” “That’s not fair!”
 Why they do it: They’re developing critical thinking and trying to understand your reasoning.
 What that says about you: You’ve shown them their thoughts matter—and they trust you enough to challenge you.

4️⃣ They try to negotiate your rules
 What it looks like: “What if I just go for one hour?” “Can we compromise?”
 Why they do it: They’re learning to advocate for themselves and test what’s flexible.
 What that says about you: You’ve raised a kid who believes you’ll listen—and that their voice holds weight.

✨These moments might feel exhausting, but they’re also signs of emotional safety, trust, and healthy development. You’re doing better than you think.

👉🏻FOLLOW @genzanxietytherapist for more relatable mental health tips & education from a licensed therapist 

🛋️ Interested in working together? I have a few openings in May for individual therapy clients (CA only). DM me if you’d like to set up a free intro call ✨"

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772 likes, 17 comments - genzanxietytherapist on April 30, 2025: "Hot take: That backtalk, moodiness, and rule-pushing? It’s not disrespect – it’s development. 👏🏻

Here’s the breakdown 👇🏻

1️⃣ They save their worst moods for you
 What it looks like: snapping, shutting down, or totally losing it the second they walk in the door. 
 Why they do it: Because you’re their safe place. They’ve been masking all day and they finally get to let it out.
 What that says about you: You’ve created a relationship where they don’t have to perform. That’s a big deal.

2️⃣ They express strong opinions
 What it looks like: arguing passionately, questioning your beliefs, pushing back on everything. 
 Why they do it: They’re figuring out who they are—and trying their opinions on out loud.
 What that says about you: You’ve made it safe for them to have a voice, even if it comes out spicy.

3️⃣ They question your decisions
 What it looks like: “Why can’t I go?” “That makes no sense.” “That’s not fair!”
 Why they do it: They’re developing critical thinking and trying to understand your reasoning.
 What that says about you: You’ve shown them their thoughts matter—and they trust you enough to challenge you.

4️⃣ They try to negotiate your rules
 What it looks like: “What if I just go for one hour?” “Can we compromise?”
 Why they do it: They’re learning to advocate for themselves and test what’s flexible.
 What that says about you: You’ve raised a kid who believes you’ll listen—and that their voice holds weight.

✨These moments might feel exhausting, but they’re also signs of emotional safety, trust, and healthy development. You’re doing better than you think.

👉🏻FOLLOW @genzanxietytherapist for more relatable mental health tips & education from a licensed therapist 

🛋️ Interested in working together? I have a few openings in May for individual therapy clients (CA only). DM me if you’d like to set up a free intro call ✨". 

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A child should never have to prove who they are to their parent

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Agate Murasko | Conscious Mama on Instagram: "Just beautiful ❤️ @birbigs and @therealfluffnotaro

#parenting #parentchildrelationship"

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29K likes, 184 comments - peaceful.mamabear on November 3, 2024: "Just beautiful ❤️ @birbigs and @therealfluffnotaro

#parenting #parentchildrelationship". 

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A post shared by Agate Murasko | Conscious Mama (@peaceful.mamabear)

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Neurodivergence

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Suzie Diamond Cain: ADHD & Adoption Advocate on Instagram: "I’m embarrassed to admit that despite working with Neurodiversity and Learning Disabilities, I never truly understood ADHD and Autism. The training I received was subpar — and in some cases, it didn’t even exist.

It wasn’t until a few years ago, when I worked with older, late-diagnosed women in my Coaching practice, that I began to understand what ADHD, Autism, and AuDHD really are and how they’ve impacted my life, especially since I was never diagnosed as a child.

I can't change what happened to me due to that late diagnosis, but I can support and empower today’s youth, so they grow into stronger adults tomorrow.

Our children deserve so much better.

Video: @tnascampaign @nationalautisticsociety
#autismawareness #audhd"

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suziediamondcain on April 4, 2025: "I’m embarrassed to admit that despite working with Neurodiversity and Learning Disabilities, I never truly understood ADHD and Autism. The training I received was subpar — and in some cases, it didn’t even exist.

It wasn’t until a few years ago, when I worked with older, late-diagnosed women in my Coaching practice, that I began to understand what ADHD, Autism, and AuDHD really are and how they’ve impacted my life, especially since I was never diagnosed as a child.

I can't change what happened to me due to that late diagnosis, but I can support and empower today’s youth, so they grow into stronger adults tomorrow.

Our children deserve so much better.

Video: @tnascampaign @nationalautisticsociety
#autismawareness #audhd". 

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Lisa Damour, PhD on Instagram: "Sometimes when teens are upset, they look for company in their distress—drawing others into the emotional experience they’re having. This is known as externalization. Understanding this dynamic can help us respond in ways that keep things on track and emotionally steady."

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5,756 likes, 54 comments - lisa.damour on May 22, 2025: "Sometimes when teens are upset, they look for company in their distress—drawing others into the emotional experience they’re having. This is known as externalization. Understanding this dynamic can help us respond in ways that keep things on track and emotionally steady.". 

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Super-Parents | Parenting Tips & Advice on Instagram: "🧠 Your teen’s prefrontal cortex - the part of the brain that helps with impulse control and decision-making, is still developing.

That means they might act impulsively or make mistakes.

☝️ But here’s the truth: shame doesn’t rewire their brain... it shuts down connection.

Instead, what works is empathy, calm, and firm boundaries rooted in love.

💛 When we lead with patience and model the behavior we want to see, we create a safe space for our teens to learn, grow and come back to us.

Mistakes are part of their journey. Gently and firmly guiding them, without judgment, helps build trust and teaches responsibility without fear or shame.

Comment “Teens” below to get our FREE guide with proven ways to connect deeply with your teen during these trying years.

Follow @Suparents for real strategies to connect with your teen, nurture their growing brain and keep your relationship strong - even through the tough moments."

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1,495 likes, 689 comments - suparents on May 19, 2025: "🧠 Your teen’s prefrontal cortex - the part of the brain that helps with impulse control and decision-making, is still developing.

That means they might act impulsively or make mistakes.

☝️ But here’s the truth: shame doesn’t rewire their brain... it shuts down connection.

Instead, what works is empathy, calm, and firm boundaries rooted in love.

💛 When we lead with patience and model the behavior we want to see, we create a safe space for our teens to learn, grow and come back to us.

Mistakes are part of their journey. Gently and firmly guiding them, without judgment, helps build trust and teaches responsibility without fear or shame.

Comment “Teens” below to get our FREE guide with proven ways to connect deeply with your teen during these trying years.

Follow @Suparents for real strategies to connect with your teen, nurture their growing brain and keep your relationship strong - even through the tough moments.". 

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Parenting Advice and Support on Instagram: "It’s natural for parents to have dreams and hopes for their children, but as Dr. James Hollis reminds us, kids are not here to fulfill our unfinished business or live out the paths we never took. 

When we project our desires onto them—whether in career choices, hobbies, or life goals—we unintentionally place the burden of our own unresolved struggles on their shoulders. 

This can lead to anxiety, resentment, or a deep sense of not being enough in their own right.

Instead of shaping our children into who we think they should be, we need to create space for them to explore, fail, and grow into their authentic selves. 

True parenting means offering support, guidance, and unconditional love—not a script for them to follow. 

✨ Let go of expectations and trust your child’s unique path—it’s theirs to walk, not yours to dictate.

🪁 Follow @theparentingroadmap for more expert parenting guidance.

Credit @hubermanlab and Dr. James Hollis

#consciousparenting #raisingkids #parentingtips #loveyourkids"

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4,862 likes, 46 comments - theparentingroadmap on March 19, 2025: "It’s natural for parents to have dreams and hopes for their children, but as Dr. James Hollis reminds us, kids are not here to fulfill our unfinished business or live out the paths we never took. 

When we project our desires onto them—whether in career choices, hobbies, or life goals—we unintentionally place the burden of our own unresolved struggles on their shoulders. 

This can lead to anxiety, resentment, or a deep sense of not being enough in their own right.

Instead of shaping our children into who we think they should be, we need to create space for them to explore, fail, and grow into their authentic selves. 

True parenting means offering support, guidance, and unconditional love—not a script for them to follow. 

✨ Let go of expectations and trust your child’s unique path—it’s theirs to walk, not yours to dictate.

🪁 Follow @theparentingroadmap for more expert parenting guidance.

Credit @hubermanlab and Dr. James Hollis

#consciousparenting #raisingkids #parentingtips #loveyourkids". 

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Distress and Coping Strategies Among Parents of Autistic Children in Malaysia and the Netherlands

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Distress and Coping Strategies Among Parents of Autistic Children in Malaysia and the Netherlands

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The study shows that distress among parents of autistic children is influenced by their own autistic traits, how they cope, and cultural factors. Understanding these differences can help provide better support for parents in different countries.

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Distress and Coping Strategies Among Parents of Autistic Children in Malaysia and the Netherlands - Omid R Fani, Anke M Scheeren, Maretha V de Jonge, Steve MJ Janssen, Marieke de Vries, 2025

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Parents of autistic children often experience high levels of distress, yet little is known about the associated factors and cross-country differences. This stud…

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How to design inclusive classroom for neurodivergent children

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How to design inclusive classroom for neurodivergent children

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Here are 5 small ways to move toward that kind of inclusion:
- Offer choices without needing a diagnosis
- Use visuals and routines that help everyone, not just some
- Assume there are invisible needs in the room and plan accordingly
- Build movement, breaks, and sensory strategies into the day
- Ask: “Who might this not work for?” before you deliver a lesson

We won’t get it perfect. But we can start building classrooms where students don’t need to fight to be seen, supported, or safe.

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Millie Carr - Unmasking Education | Neuro-affirming on Instagram: "I know we’re not there yet and in today’s schools, that can feel impossible. But just because it’s hard doesn’t mean we stop aiming for it.

The goal isn’t to individualise everything for every student.
It’s to design learning, environments and routines in a way that works for all brains from the start…so that support is built in. 

Here are 5 small ways to move toward that kind of inclusion:
- Offer choices without needing a diagnosis
- Use visuals and routines that help everyone, not just some
- Assume there are invisible needs in the room and plan accordingly
- Build movement, breaks, and sensory strategies into the day
- Ask: “Who might this not work for?” before you deliver a lesson

We won’t get it perfect. But we can start building classrooms where students don’t need to fight to be seen, supported, or safe.

That’s the kind of inclusion I believe in.
How about you?

#UniversalDesign #UnmaskingEducation #InclusionStartsHere #EveryBrainBelongs #NeurodiversityInformed #TraumaInformedTeaching #AllMeansAll #parents #ndparenting #teach #inclusiveteaching"

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149 likes, 9 comments - unmasking.education on July 9, 2025: "I know we’re not there yet and in today’s schools, that can feel impossible. But just because it’s hard doesn’t mean we stop aiming for it.

The goal isn’t to individualise everything for every student.
It’s to design learning, environments and routines in a way that works for all brains from the start…so that support is built in. 

Here are 5 small ways to move toward that kind of inclusion:
- Offer choices without needing a diagnosis
- Use visuals and routines that help everyone, not just some
- Assume there are invisible needs in the room and plan accordingly
- Build movement, breaks, and sensory strategies into the day
- Ask: “Who might this not work for?” before you deliver a lesson

We won’t get it perfect. But we can start building classrooms where students don’t need to fight to be seen, supported, or safe.

That’s the kind of inclusion I believe in.
How about you?

#UniversalDesign #UnmaskingEducation #InclusionStartsHere #EveryBrainBelongs #NeurodiversityInformed #TraumaInformedTeaching #AllMeansAll #parents #ndparenting #teach #inclusiveteaching". 

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Being right or being connected? Arguing with teens

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Being right or being connected? Arguing with teens

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Teens don’t need a perfect parent.
They need one who can stay steady when things get messy.
And the truth is, most teens stop talking not because they don’t care—
but because they feel judged, misunderstood, or always on the losing side of a conversation.

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A post shared by Jenny Hwang (@projectparentcoach)

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What teenagers want parents to understand

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What teenagers want parents to understand

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A post shared by Jeannie Elbing, CA Therapist | Anxiety & Self-Esteem (@genzanxietytherapist)

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Edo Lio on Instagram: "We can tolerate anything… just don’t ask us where we come from 🔪

#thirdculturekid #thirdculturekids #culture #identity #language #expat"

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24K likes, 184 comments - edo_lio on March 24, 2025: "We can tolerate anything… just don’t ask us where we come from 🔪

#thirdculturekid #thirdculturekids #culture #identity #language #expat". 

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Emotional awareness is a crime prevention tool.

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Dulce Perea on Instagram: "Si quieres un mundo mejor la transformación empieza contigo. 

Aprende a regular, conocer y aceptar todas  tus emociones.

Les amo

- Dul 🤍

#thebestisyettocome #peaceispossible #mentalhealthiswealth #transformationinprogress #mytransphormationstartstoday #meditatewithme #emotionalregulation #createmagic #betterdaysarecoming"

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33K likes, 278 comments - iamdulperea on June 22, 2025: "Si quieres un mundo mejor la transformación empieza contigo. 

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- Dul 🤍

#thebestisyettocome #peaceispossible #mentalhealthiswealth #transformationinprogress #mytransphormationstartstoday #meditatewithme #emotionalregulation #createmagic #betterdaysarecoming". 

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