Objective: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: (a) multitiered change, (b) resilience goals, (c) a promotion mindset, (d) youth strengths, (e) prosocial behaviors, and (f) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, OH, which is detailed in a case study. Method: As part of a Community-Academic Partnership, 20 college student trainers delivered a multitiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. Results: Student leaders formed a youth-led, afterschool club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for 6 years (2012-2017) are provided to guide YLRP program developers and program implementers. Conclusion: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the coronavirus disease 2019 (COVID-19) pandemic, and other potentially traumatic events. Clinical Impact StatementDisaster recovery after a school shooting or global pandemic must address the psychological trauma and bereavement of students in schools. However, underresourced schools and underratioed, school-based mental health professionals limit mental health care. Cognizant of these constraints, we propose a Youth-Led Resilience Promotion (YLRP) framework and program. The lessons learned from implementing the YLRP program after a school shooting may complement adult-led recovery and extend to psychological recovery after the coronavirus disease 2019 (COVID-19) pandemic or other potentially traumatic events.

Objective: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: 1) multi-tiered change, 2) resilience goals, 3) a promotion mindset, 4) youth strengths, 5) prosocial behaviors, and 6) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, Ohio, which is detailed in a case study. Method: As part of a Community-Academic Partnership, twenty college student trainers delivered a multi-tiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. Results: Student leaders formed a youth-led, after-school club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for six years (2012 – 2017) are provided to guide YLRP program developers and program implementers. Conclusion: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the COVID-19 pandemic, and other potentially traumatic events.

Social problems and harmful behaviors can be prevented or mitigated when active bystanders intervene to help. As a result, prevention bystander intervention programs aim to prevent problems related to safety (e.g., sexual violence), health (e.g., injury or death), and justice (e.g., racial discrimination). In contrast, promotion bystander intervention programs aim to promote aspirations and desirable behaviors. This reality led us to develop an integrative Upstanding for Promotion-Prevention (UPP) program based on the decision-making steps of a revised bystander intervention model (i.e., notice an opportunity; interpret the situation; assume responsibility; select a promotion or prevention strategy; take action: Latané & Darley, 1970; McCarty, Arnold, Booker, Pacqué, & Liskey, 2021). Program participants experience a promotion track or prevention track to impact either the promoting pathway by changing assets or the protecting pathway by addressing risks and protective factors. The UPP program offers a motivation science approach to encourage upstanders to promote benefit and prevent harm in schools and on college campuses, within workplaces, online, and throughout communities. Ultimately, existing prevention bystander programs could adopt promotion elements to address safety through peace promotion and violence prevention, health through health promotion and disease prevention, and justice through antiracism promotion and racism prevention.