[Samantha]

One Simple Thing I am committing to is to actively seek out information and understanding of issues facing Black youth and communities specific to where I live and work. Living in predominantly white areas for most of my life, I have always felt removed from Black community building both personally and from a social justice work perspective. Often it has felt daunting to know where to start locally, when a lot of research/information/programs are centred around the GTA. I’ve always leaned towards analyzing the broad-scale and systemic context, but I understand it is crucial (and achievable) for me to invest time in understanding my local context better – from finding relevant news, reading municipal reports & action plans, or locating Black-led agencies and any information they may post/publish. Understanding the challenges facing Black youth specific to their location and environment is vital to engaging them effectively, ensuring that I am not placing the responsibility on them to teach me relevant background information, and puts me in a better position to focus on their unique experiences, centre their voice, and advocate collaboratively.

[Samantha]

While I do not work primarily with youth, this broader question of what it would mean to have Black mental health care/services – not just absent of racism, or altered, modified from Eurocentric models but designed for Black people – is something I have always been passionate about but also overwhelmed by. But through this training 2 pathways have come to mind. One, is that community-based participatory research and collaborative program design are key to building services for Black youth to thrive. During some of the lectures, I found myself surprised by some of the things youth participants had said or highlighted in the studies/interviews. And it made me realize that just respecting someone as the expert of their own life doesn’t automatically mean I’m truly engaging with the expertise they have to offer. Which leads into the second pathway, a personal and achievable objective, to move beyond just ‘listening’. And by “move beyond”, I mean to listen, listen, and listen some more to what Black youth are saying and engaging with the gaps and problems in services they identify, and then move beyond that to actively, intentionally ask Black youth what they Do want to see in programs/services/etc.. Supporting and encouraging them to imagine otherwise and dream. Then doing my part to help them realize that vision and/or implement those changes within my practice and organization in whatever ways I can.

[Samantha]

This question was a bit difficult for me, because despite knowing how important research is and crucial to making effective policy and program change, I also get frustrated when it feels like the push for research in/by the public is only to ‘prove’ that anti-Black racism exists. But I’m glad I was forced to sit with it, because I ended up shifting towards how research findings can be used to challenge the impact of ABR. I think a powerful use of research would be directly in practice with Black youth and families, providing them with the findings that demonstrate the systemic factors involved in their experiences of discrimination, racism or exclusion. And I recognize the importance of situational awareness for this practice and to ensure it is not patronizing or implying that Black youth and families do not understand the social determinants in their experiences. But I’m imagining it as a possible tool to counteract internalization, pathologization, and challenge the narratives that point to Black people as the problem. There is power in information, and I think discussing broader research findings with those we work with has the potential to recognize and validate Black youth’s experiences and reality, challenge stereotypes like “dangerous Black man” or criminality from taking root within, and lead to collaboration and capacity building in self-advocacy.

[Samantha]

In line with much of what has been said in previous comments, I believe the lack of knowledge and understanding of Canada’s history plays a significant role in why anti-Black racism persists today. Despite being interested in social justice issues and reading about Transatlantic slavery from a relatively young age, it wasn’t until my Masters – a university in Toronto – that I learned about the vast number of Black people that returned to the US after arriving in Canada via the Underground Railroad and experiencing our country’s particular form of racism. But I do think it is important to note that greater awareness of history does not inherently lead to change, but rather Canada’s brand of racism through erasure adds another layer of obstacles and complexity to dismantling ABR. There are 2 other aspects of why/how ABR persists that I think about often:

a.) The difficulty of needing to address both individual acts and institutional processes almost simultaneously. I remember a classmate saying something along the lines of “we keep talking about changing ‘systems’, but systems are made up of people – people need to change” and there was a sense of “yes but also no” in response. Singular people don’t create laws and policies, but white supremacy and Eurocentric norms are embedded within them. For example, in the education system ABR exists in academic streaming policies, individual racist acts or biased beliefs of staff, and the societal norm of adultification of Black youth. But in terms of dismantling ABR, removing streaming policies does not undo the impacts of individual staff that are not invested in the success of Black youth and changing individual acts of discrimination does not automatically lead to equality in education institutions. That said, this is in no way devaluing the importance of advocacy and making each and every one of these changes, but simply my perspective on why ABR continues to exist.

b.) The idealization of individualism. I watched a speech by Angela Davis where she discusses the issue of the “Individual Hero”/exceptionalism, and how Martin Luther King Jr. is the face of the civil rights movement which erases the numerous Black people – and particularly Black women – that elected and supported him to lead a movement and all the activism they did themselves. And also how we’ve come to point to the individual exception as the standard, in other words “Barack Obama was president therefore systemic racism doesn’t/can’t exist”. And I think this ties into “pick yourself up by the bootstraps” narratives that are extremely detrimental. As a biracial Black woman, I can’t say how many conversations I’ve had with Black family members along the lines of “well I did it, so can they” or “it’s nothing like what it used to be, anyone can make it if they try hard enough” and systemic racism is labelled as an excuse. And I think this individualism and internalized values of whiteness have profound effects on Black community building and cross-racial solidarity. So I think the positioning of social ills as individual problems and the notion of “get over it/it’s not as bad as it was” play a role in the continuation of ABR.

[Mohammaad]

Even though cannabis is now legal, there are still health, social, and legal problems for young people. Health issues include problems with brain development, memory, focus, and decision-making. Social problems can be skipping school, family fights, or losing friends. Legally, young people can still get in trouble if they use cannabis underage or break the law in public. To help youth make good choices, we should talk to them openly and give them the right information. We can raise awareness through school programs, group talks, or workshops. Education should be honest and respectful, not scary. We can also support youth in thinking critically by teaching them how to check if the information they see (especially online or on social media) is true. They should learn to ask questions and use trusted sources.

[Mohammaad]

Evaluation helps youth programs show what’s really working and what needs support. Through honest feedback, we can improve services and build trust. Stories from youth help others understand the impact of our work. Using tools like surveys or group talks makes it easier to collect true stories. It’s also a chance to learn from each other and grow together.

• This reply was modified 1 day, 11 hours ago by  Mohammaad Affan.

[Ruby]

“Human as Human”

by Ruby Dalvina

Why don’t we see human as human—

not tinted by fear or old lies?

Each soul is a sun in the making,

not a shade for the world to despise.

Their joy, their well-being, their stories,

deserve more than silence or shame.

A heart does not come in a colour,

and pain never carries one name.

Let justice be more than a whisper,

let kindness be louder than skin.

Until we all walk beside freedom,

no one has truly begun to win.

[Kathe]

Springboard Services is offering free training to build critical literacy about youth cannabis use!

Weed Out the Risk (WOTR) is an evidence-based program designed for youth that explores the risks of driving impaired or under the influence of cannabis. Grounded in harm reduction, WOTR includes a variety of interactive components to engage participants and increase learning. Since 2014, the program has been delivered in over 350 high school classrooms across Canada.

Learn More:

• Weed Out the Risk Introduction Video
• Weed Out the Risk Short

With funding from Health Canada and the Ministry of Education, Springboard is now able to offer complimentary training and resources to social service workers and groups. This professional development training takes one hour and can be done either in-person or over Zoom. Once trained, learners will have full access to WOTR as well as a library of youth-centered educational workshops.

Training can be facilitated for your team or you can be trained to become a Weed Out the Risk facilitator.

For more information, contact Gia Lynde, Community Partnerships Coordinator for Springboard’s HUB Team: GLynde@springboardservices.ca.

Remember that you can register any time for Cannabis and Youth, YouthREX’s free online certificate, and if you want to engage the young people with whom you work in learning more about cannabis, check out YouthREX’s What’s With Weed resource.

[Chloe]

Educational videos and modules such as this one helps for the population to better understand the gaps in our social systems, I believe that everyone should be informed on the racism towards black communities, not just those that work with the black youth. That way if everyone had the education and knowledge provided to them, it may help those to get a better understanding and to hopefully help close up some systemic gaps.

[Mitch]

I agree with much of what has been shared here so far and don’t have anything new to add. I am curious about the increase in public white-supremacist hate both propaganda and individual acts of violence on this and the other side of the border. I feel that political inaction and collusion in many cases have given rise to ABR and legitimizes ABR in the eyes of those who seek a platform for hate, permission to discriminate, and a need to exert power over Black, Indigenous and racialized communities. I’m curious about what I can continue to do lessen both the impacts of ABR on the youth I serve and how to create safer spaces for joy and celebration.

[Keesha]

A great tip I have seen is using data visualization to capture the audience, it displays the information in a way that can be straightforward and engaging. You want people to be able to easily understand what you are telling them, and it is important to make it accessible. You also want to make it appealing, so it is not just another report with words and numbers.

[judithm]

That’s right! Depending on what platforms are available, data visualizations can be amazingly complex or simple. I lean heavily on PowerPoint although in my previous role we had access to qualitative research analysis software called MAXQDA. It is similar to NVivo, but can also do mixed methods analysis. When I was sharing research results to the agency I was working for at the time, people so appreciated the visualizations that allowed them to understand the stories in greater depth.

[Keesha]

Our program utilizes Sharepoint, wherein all program data is saved electronically, any hard copy files are scanned for ease of access.
Files are managed by Cohorts, and then participants- all relevant client files can be found and managed there.
This can be improved with a linear and consistent file management system implemented by team and management to track program data.

[Keesha]

The program collects the following data:

• Client registration which includes demographics ranging from age, gender, immigration status, indigenous status,
• Workshop attendance
• Submission of assignment
• Client surveys

The program could implement surveys based on program activities and workshops so program staff can understand if the activities and workshop are relevant, or if there is anything missing that clients want to learn or discuss.

[Keesha]

Evaluation can improve youth programs because it centers youth voices and experience which can enhance service delivery. Evaluation allows for reflection, it offers understanding of how service is perceived by participants, and the impact of services. It lets you know what you’re doing right and where the gaps are. It allows you to come up with a plan, to take action and implement these changes so services can be improved. It gives youth programs opportunities for improvement.

[Keesha]

The key components to our youth program’s “recipe” include:

• Providing clear expectations and outlining instructions throughout the program
• A monthly calendar, and daily agenda so clients know what to expect and prepare for
• Building relationships and using transparent communication with clients, and maintaining relationships even after client has exited program
• Utilizing resources to provide guidance and support to clients

[Keesha]

Good practices for making sure that youth can make an informed decision about participating in an evaluation of a youth program include:

• Inform participants about the evaluation being conducted, the purpose, the scope and potential impact of the results, as well as the risks and benefits involved
• Make resources and supports available
• Acquire written and verbal consent
• Ensure consent forms are accessible, language and formatting
• Underline that participation is voluntary, and that there are no penalties

By utilizing these practices, participants should have a clear and concise understanding of what their participation encompasses.

In terms of respecting ethical principles such as confidentiality and anonymity in evaluations, it is important to be transparent about the following:

• the identity of participants will be removed and that all participants will remain anonymous
• what the data will be used for and how it will be used
• who will have access to this data
• data storage in relation to privacy and security

It is important to be available to address participant questions and concerns and communicate at each step of the process to ensure the confidentiality and anonymity of clients is upheld and safeguarded.

[Keesha]

A major challenge faced by organizations and youth programs is a lack of funder engagement wherein, “funders do not spend
enough time at programs and therefore do not have a good understanding of the context and realities of the
youth sector”. Funders understand and evaluate a program primarily based on reports, which often seek to offer highlights and successful program results from a limited perspective. Furthermore, funders primarily engage with management and do not have a well-rounded understanding of the impact of work being done by front line staff, as well as the indirect impact on participants and lack an understanding of the realities when it comes to youth programming.

Programs should seek to engage funders in attending programming events or round tables, offering them the opportunity meet staff and participants and gain an understanding of how a program is truly successful or where it is lacking in and outside of the program goals. It is a way for both an organization and funder to engage in the reality of youth programming, and how both can seek to improve and lead participants to success.

[Keesha]

Evaluation is like a disco ball because it casts a light on all those in the room (in this case the program) and ensures that multiple perspectives are seen and acknowledged during that time.

[avetro]

Looking at this from a Youth Engagement lens, my initial response to this question is to amplify Black youth voice and carry the mentality “nothing for Black youth (and families) without Black youth (and families)”. To engage in co-development and partnership would be key in designing pathways to inclusion in the youth sector. This means that service providers welcome and encourage youth to work together in developing different services, or processes that impact them. It’s not enough to just say that we care about Black youth voice, simply for the sake of saying it (this is tokenism!), but rather, we must build authentic relationships with Black youth and ensure that youth expertise is respected and valued. Let Black youth and families be the leaders in their care. As the module taught: Listen, listen, listen.

[avetro]

As mentioned throughout almost all of the responses below, I agree completely that using a combination of quantitative and qualitative research data can highlight and challenge the impact of anti-Black racism for youth and their families. Quantitative research can draw on the prevalence of anti-Black racism that youth and families experience in a larger scale (province-wide, country-wide prevalence for instance), and provides more statistical data to prove that anti-Black racism is still all too common – since that is still something that is argued in society, especially a multicultural society such as Canada), as well as the impacts of anti-Black racism and oppression. In this module there was a tremendous amount of emphasis on the statistical evidence of mental health issues that develop as a result of racism – using this information as a general guideline to make changes in a smaller system (agency/organization wide) could be an effective strategy. However, I believe the real impact comes from qualitative data and really calling on Black youth voices to share their experiences and the impact of anti-Black racism in their daily lives. Qualitative data in my opinion is the humanity in research, where people are people, not just numbers or statistics. I think many would agree it’s one thing to see percentages on a screen, but when you’re listening to someone’s story, that is impossible to ignore. Pulling on those elements of research is where the motivation to change will lie.

[Kathe]

The Government of Canada is engaging with youth to develop the second State of Youth report, an effort to understand “the challenges youth face, from finding jobs to accessing mental health support, and outline steps to create better opportunities for the future. The report is based on Canada’s Youth Policy, which reflects the values of young people in Canada and represents a whole-of-government approach aimed at improving youth outcomes and involving young people in federal decision-making.”

Young people aged 16-29 and living in Canada can participate in two ways:

1) through the online engagement tool; or

2) through one of five consultation sessions, scheduled for:

-February 17, 6:30-7:30PM EST

-February 19, 6:30-7:30PM EST

-February 24, 6:30-7:30PM EST

-February 26, 6:30-7:30PM EST

-February 27, 6:30-7:30PM EST

The engagement period is now open until March 16, 2025.

Check out the first State of Youth report, published in 2021, on YouthREX’s Knowledge Hub!

canada.ca

Canada’s Youth Policy - Canada.ca

This page describes Canada’s youth policy. It includes the vision, objectives, guiding principles, six youth priorities, and Government commitments going forward.

[Jasmeen Kaur]

Ensure that all program materials and services are available in multiple formats (e.g., plain language, different languages, audio, and digital accessibility features) to meet diverse needs.

[Jasmeen Kaur]

Re-imagining work with young people and their communities through a healing-centered practice requires shifting from a deficit-based model that focuses on trauma to a strength-based, culturally responsive, and community-driven approach. Here are some key strategies:

1️⃣ Reframing Healing as a Collective Process

• Move beyond individual trauma treatment and recognize healing as a shared experience rooted in relationships, culture, and community.
• Incorporate restorative justice practices that help young people process harm and rebuild trust.
• Foster intergenerational connections where elders, mentors, and peers support healing and growth.

2️⃣ Centering Youth Voices and Agency

• Shift from a service delivery model to a co-creation model, where young people help design and lead programs.
• Support youth-led initiatives, activism, and decision-making spaces in organizations and policy discussions.
• Use storytelling, art, and cultural expression as tools for youth to reclaim narratives and build resilience.

3️⃣ Embedding Culturally Affirming and Holistic Practices

• Integrate indigenous, spiritual, and culturally rooted healing methods, such as drumming, mindfulness, nature-based therapy, and community rituals.
• Recognize structural and historical oppression and support decolonized mental health frameworks.
• Train professionals in anti-oppressive, trauma-informed, and healing-centered engagement.

4️⃣ Expanding Possibilities through Strength-Based Approaches

• Identify and amplify youth strengths, dreams, and aspirations, not just their challenges.
• Offer mentorship, skill-building, and leadership programs that empower youth to see themselves as changemakers.
• Foster spaces where young people can envision new futures and take ownership of their healing journey.

[aburch]

Evaluation is like a puzzle piece because once all the pieces correctly fit, you have a completed puzzle (or picture) that fits together perfectly. And the process of putting the pieces all together takes time, can be messy (mistakes along the way) and you have to make a conscious effort to stay consistent to reach the end.

[Larissa]

Meet with and/or survey the Black youth in our community and find out what they need from our organization that would make them more likely to participate in activities that we host. Programs for Black Youth need to be designed, created and implemented with the community’s cooperation. They need to be involved every step of the way.

[Jasmeen Kaur]

One simple thing you can do to make your youth program more accessible is to offer multiple ways for youth to engage, such as drop-in options, virtual sessions, and flexible scheduling. This ensures that youth with different needs, transportation challenges, or busy schedules can still participate. 🚀

[Tarin]

I can prioritize uplifting black youth voices in my work, whether it is to co-design a resource, provide opportunities to showcase strengths or ensuring proactive methods to include them in discussions and decision making.

[Tarin]

I think one of the biggest ways to do this is through co-design. Co-design youth services with members of the Black community, Black service providers, Black youth and their families. Prioritizing funding for services, education and access to care is crucial as well. Getting buy-in and engagement from members of the community who have the power and privilege to sustain services that benefit and invest in black youth and their future.

[judithm]

love the empowering “youth influencers” idea!