How School-Based 'Pockets of Humanity' Can Promote Student Well-Being: Youth Perspectives on Justice and Well-Being in School
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| Title: | How School-Based 'Pockets of Humanity' Can Promote Student Well-Being: Youth Perspectives on Justice and Well-Being in School |
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| Language: | English |
| Authors: | Kate Somerville (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Well Being, Student Attitudes, High School Students, Activism, Public Schools, Educational Environment, Action Research, Participatory Research, Youth, Educational Policy, Advocacy, Justice, Computer Mediated Communication, Mental Health, Political Influences |
| ISSN: | 2332-8584 |
| Abstract: | This study examines how youth activists perceive the impact of school conditions on their well-being in current political contexts. Focusing on qualitative interviews with twelve high school student activists from the organizing base of a digital youth advocacy organization, I explore the relationship between youth's experiences of justice or injustice and perceptions of their own well-being in educational settings. Participants experienced diminished well-being when schools mirrored broader injustices, but they experienced increased well-being in school-based "pockets of humanity" that countered injustices. This analysis highlights how external community conditions influence student well-being and how schools can exacerbate or mitigate the well-being effects of broader injustices. Implications include a discussion of research, practice, and policy avenues for creating school-based pockets of humanity in today's political context. |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.3886/E224463V2 |
| Entry Date: | 2026 |
| Accession Number: | EJ1494877 |
| Database: | ERIC |
| Abstract: | This study examines how youth activists perceive the impact of school conditions on their well-being in current political contexts. Focusing on qualitative interviews with twelve high school student activists from the organizing base of a digital youth advocacy organization, I explore the relationship between youth's experiences of justice or injustice and perceptions of their own well-being in educational settings. Participants experienced diminished well-being when schools mirrored broader injustices, but they experienced increased well-being in school-based "pockets of humanity" that countered injustices. This analysis highlights how external community conditions influence student well-being and how schools can exacerbate or mitigate the well-being effects of broader injustices. Implications include a discussion of research, practice, and policy avenues for creating school-based pockets of humanity in today's political context. |
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| ISSN: | 2332-8584 |
