For this Youth Participatory Action Research (YPAR) study, the help of six students from an alternate education program were enlisted to collaboratively inquire about the educational experiences of vulnerable youth-students in alternate education and youth who have dropped out of school. Utilizing a qualitative method, the Enhanced Critical Incident Technique, youth researchers asked their peers: what helped and hindered their retention and success in the education system? Along with this inquiry, another question that was examined in the study was: how can youth in alternate education engage in meaningful participation through YPAR and what does this engagement yield? Youth researchers were involved in the whole research process and took part in the iterative phases of YPAR-critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating their research results and recommendations to key educational stakeholders within the community.Engagement in the YPAR process provided insight on how to work with marginalized youth in a manner that promotes agency and social change.Semi-structured interviews were conducted by youth researchers with 18 participants.Participants were asked about their experience in mainstream and alternate education. 703 incidents were elicited and from these incidents 55 categories emerged: 30 mainstream categories (5 helping, 14 hindering, 11 wish-list) and 25 categories for alternate education (12 helping, 8 hindering, 5 wish-list). From these categories 9 themes were formed. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances were vital in helping vulnerable youth find success in school. Moreover, despite the stigma attached to alternate education, participants found the alternate program to be beneficial for their educational careers. Critical reflections and social NOTHING ABOUT US WITHOUT US iii actions taken, implications for counselling and education, future research and plans, and recommendations for school district are discussed. Recommendations include: (1) foster caring staff-student relationships; (2) improve response to bullying; (3) facilitate restorative discipline practices; (4) improve psychosocial and academic supports; (5) focus on prevention by gauging and promoting positive engagement; (6) rebrand alternate education as a place for "choosers not losers"; and (7) incorporate youth voice in educational decisions.

It has been over 20 years since the publication of Danieli’s (1998) International Handbook of Multigenerational Legacies of Trauma, a seminal cross-cultural compilation examining the generational effects of mass trauma and intergenerational trauma (IGT). In the years since this book appeared, research on IGT has continued to be applied to many cultural groups, including those who have survived the Indian Residential Schools, the Khmer Rouge regime, or the Rwandan genocide. Previous reviews of IGT research have focused mainly on survivors of the Holocaust, which limits the cross-cultural application of this field of study. The purpose of this article is to provide a scoping review of scholarship published between 1999 and 2019 that aims to understand how IGT has been studied in cross-cultural applications. Overall, 29 articles were identified and reviewed. In light of the fact that cross-cultural perspectives on IGT are still emerging (Sirikantraporn & Green, 2016), the methodology and the cultural considerations described in this review can inform future cross-cultural IGT research.

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