While interest in youth aging out of substitute care has translated into a growing number of scientific publications across the world, it is still difficult to estimate the Canadian contribution to this research field. A scoping review was undertaken to provide a comprehensive overview of the scientific literature on aging out of substitute care in Canada. Results reveal a number of notable trends, research gaps and future avenues to uncover areas where more research is needed. The discussion highlights the relevance of integrating previous findings into new research activity and provides recommendations to build a more cohesive knowledge base.

This study examines how the Nahdlatul Ulama Student Association (IPNU) fosters moderate Islamic values among students in a rural Islamic high school in Indonesia. Employing a qualitative case study conducted over three months, the research collected data through interviews, participant observation, and document analysis. The findings demonstrate that values such as balance (tawāsuṭ), justice (i’tidāl), and tolerance (tasāmuh) are internalized through structured cadre training (MAKESTA), community engagement, and cultural activities. These processes foster civic responsibility, discipline, and inclusive religious identity. The study proposes a bottom-up model of religious education that emphasizes student agency, contextual learning, and grassroots Islamic pedagogy.

Inclusive education aims to promote equality for all learners, including students with disabilities, yet discriminatory practices persist in Indonesian schools. This study examines structural marginalization through Bourdieu’s theory of symbolic violence. Using a qualitative, critical approach, data were collected through observations and interviews with thirty-three participants: four government officials, six teachers, sixteen students with disabilities, and seven parents. Reflexive thematic analysis identified five forms of symbolic violence underpinning structural marginalization: misaligned curricula, inaccessible assessments, a shortage of special education teachers, discriminatory practices, and inadequate facilities. These systemic barriers normalize exclusion, underscoring the need for stronger policy support and stakeholder engagement.

This study engaged nine afterschool educators in eight focus groups to gather feedback on how they advance racial equity through their social emotional learning programming. Educators shared examples of their transformative SEL practices and identified barriers that prevented their implementation. Though we anticipated that afterschool programs serving youth of color and immigrant youth would be likely to engage in transformative SEL, we found that there was hesitancy engaging practices that went beyond promoting diversity and inclusion to address racism and xenophobia. Findings suggest a need for additional training and support for educators to engage in racial equity-oriented transformative SEL.

Positive youth development (PYD) falls short in navigating multilevel factors triggering systemic inequalities among marginalized youth. To fill this gap, we aimed to develop an empirically driven social-justice-oriented PYD framework to address systemic barriers for ethnic minority youth in Hong Kong. We conducted an exploratory sequential mixed-methods research design. In our study, ethnic minority young people were the primary respondents, along with secondary informants as the ethnic majority and co-ethnic in Hong Kong. Our proposed framework on social-justice-oriented PYD for ethnic minorities comprises 1) Caring + Character; 2) Competence + Confidence; 3) Connection; and resulting in 4) Contribution. This study provides social-justice-oriented PYD implications.

This research explored how youth and practitioners in Hong Kong perceived and practiced youth empowerment within a three-year community-based project. An ecological systems framework was developed, incorporating temporal, relational, and contextual aspects. Purposeful sampling was adopted to recruit 89 youth and 104 practitioners for focus-group interviews, analyzed through thematic analysis. Findings showed that relationships among youth, practitioners, and community centers are vital for successful empowerment; additionally, time and contextual factors significantly influence understanding and practicing of youth empowerment; finally, the temporal, relational, and contextual dimensions are interconnected in shaping how youth and practitioners understand and exercise youth empowerment.

This study presents the various forms of value that 36 youth development professionals reported from participating in a community of practice (CoP). The CoP’s collaborative nature expanded participant’s social capital and network; they also valued the CoP as a safe space. Participants gained knowledge and skills through the CoP, became more intentional about building trusting and equitable relationships with youth, made relationship- and equity-centered changes in their practice, and reconceptualized success for their work accordingly. The CoP increased participants’ confidence, fostered their growth mindset, made their work feel less stressful, and deepened their passion for the youth development field.

Social media is crucial for health promotion in Philadelphia, where youth face high rates of teen births and STIs. Proud Teens of Philly (PTOP), linked to Temple University’s Center for Asian Health, uses its Youth Advisory Board (YAB) to engage 13-18-year-olds in outreach and content creation on Instagram and YouTube Shorts. The YAB’s eight members educate peers on consent, relationships, and STI prevention. A qualitative survey rated the CBPR approach highly, scoring 4.66 out of 5. We emphasized inclusive, interactive content. Establishing privacy protocols remains essential.

Community social pediatrics (CSP) centers prioritize an interdisciplinary—medicine, social sciences, and law—approach to care. Limited studies have been conducted to document perceptions regarding CSP services in rural settings. The aim of this study was to explore perceptions of mothers living in rural settings toward CSP services. Eight mothers were interviewed. Data were analyzed using a qualitative content analysis approach. Results showed that mothers appreciate the quality and accessibility of services received. They noted positive changes regarding their child psychosocial functioning after receiving services. Our results suggest general positive mothers’ perceptions toward CSP services in rural settings.

The primary aim of this review is to evidence what recent research establishes regarding the gendered needs and factors influencing girls’ and young women’s contact with the youth justice system. A rapid review of the literature in August 2024 identified 19 relevant studies investigating young women’s contact with the justice system. Four themes were constructed from the articles reviewed: (1) Persistent Abuse and Nested Harm, (2) Trauma Reactions and Coping, (3) Gendered Norms and Assumptions, and (4) Systemic Failures and Effective Solutions. This review concludes that some research gaps persist in relation to girls’ particular gendered needs.