Promoting Positive Youth Development Through Teenagers-as-Teachers Programs

Abstract

A promising approach to support positive youth development is having adolescents serve as teachers for younger children. Through a qualitative interview study, we explored adolescents' development in their role serving as teachers for younger elementary-age children during out-of-school time; programs were managed by the University of California 4-H Youth Development Program. We interviewed 32 teenagers (median age 15; 27 female, 5 male) about their experiences, growth, and learning. Through consensus-based inductive thematic analysis, we identified 26 codes that we analytically sorted and found they aligned with the six indicators outlined by the Five Cs of the positive youth development model. Adolescents reported positive experiences and their own growth in competence, confidence, connection, caring, character, and contribution. Furthermore, data indicated that contributing in a meaningful way was developed in tandem with the other Cs.

Lessons Learned: Implementing the Shaping Healthy Choices Program With Teenagers as Teachers

“…It has been found that teenagers can be effective teachers when provided adequate resources and support (Lee & Murdock, 2001). To ensure the success of the teenagers-as-teachers model, Lee and Murdock (2001) suggested that programs be designed including 10 essential elements:  dedicated adults who support teenagers, Cross-age teaching is not only beneficial for younger youth, but also provides educational, developmental, and emotional benefits for teenage teachers (Murdock et al, 2003;Shanahan, 2015;Weybright et al, 2016;Worker et al, 2018). In nutrition education programs specifically, use of teenage teachers can be just as effective as-or in some regards even more effective than-adult educators (Smith, 2011).…”

Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living

“…The HLA program brought health, science, teen leadership, and teamwork together to grow teens' self-efficacy in their own health, all the while putting them at the forefront of promoting healthy behaviors in members of their local community. The teens-as-teachers model is known for producing positive changes in the teen participants (Weybright et al, 2016;Worker et al, 2018).…”

“…The teens-as-teachers model has demonstrated promising results, with teens learning and adopting the healthful behavioral practices that they teach to youths . Further, the model provides opportunities for adolescents to extend learning for individual growth, and provides a nurturing space to contribute to community growth (Worker, Iaccopucci, Bird, & Horowitz, 2018). Collaborating with after-school tutoring and homework programs was a natural approach for 4-H, as many out-of-school programs lack capacity and resources to provide students with rigorous, project-based academic programming.…”

'We’re like family and stuff like that': Relationships in After-School Programs

“…Because of this, it is a view that empowers and values youth (Lerner et al 2005). In recent years, researchers have seen numerous positive results when implementing PYD strategies (Catalano et al, 2004;Ciocanel et al 2017;Larson 2000;Worker et al 2019). PYD's empowering message to youth along with these encouraging research findings make PYD a natural fit to be implemented into after-school programs.…”