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Since 2008, leadership teams of youth and adults from over 100 different high schools and middle schools have participated in this initiative, which follows an action research model.
The leadership teams receive training with experienced Getting to ‘Y’ youth and adults, where they learn and practice tools and strategies to organize a data analysis retreat in their own school or community. The leadership teams then recruit a larger group of peers to map existing assets and supports, decide on strengths and concerns in their own local data, think about root causes for their concern areas, and begin a preliminary action plan to address concerns.
After completing their local data analysis, the leadership teams host community dialogue events to share their priorities and engage in dialogue about how to build youth assets and address concerns. The teams then combine all that they have learned to frame and implement concrete action steps. Local leadership teams receive ongoing coaching and support from UP for Learning throughout the process.
Attend training
An adult advisor and five to eight youth leaders attend project orientation and training.
Plan and conduct the Data Analysis Retreat
The core team and a diverse group of 15 to 20 peers they have recruited analyze and interpret the YRBS data for their school or community.
Plan and Conduct the Community Dialogue Event
The core team plans and leads a multi-generational discussion, where they share their interpretations of the data with community members, share ideas, get input, and create preliminary action plans.
Finalize a Plan of Action and Make it Happen
The core team meets to prioritize the next steps, assign tasks, and start making positive changes based on their analysis and discussions.
Reflect and Celebrate
Teams celebrate successes and identify lessons learned.
Keep it Moving
Action steps can be carried forward into the following school year, and the team can recruit new members to analyze new data as it becomes available.
Created in-school free food distribution.
Created and displayed vaping information posters.
Partnered with local domestic and sexual violence prevention organization.
Attended Emotional CPR trainings.
Participated in UMatter Suicide Prevention program.
Created a mural to celebrate school and community assets.
Conducted social media campaigns around alcohol use.
Arranged for in-school condom availability.
Worked with drivers education classes to address impaired and distracted driving.
Distributed exam prep/stress management tips, goodie bags and encouragement.
Organized a wellness fair.
Initiated positive recognition assemblies and events.
Participated in Bystander Training.
Created and led a ‘safer sex’ game to create dialogue and share information.
Initiated a peer mentoring program.
Created Restorative Circle scripts around equity.
Arranged and hosted parent information nights on relevant topics.
Getting to ‘Y’ has been designated a Best Practice by the Association of Maternal and Child Health Programs and is included in their national Innovation Station database. GTY has also been rated by the Vermont Department of Health as an Evidenced-based Practice.
Read a recent blog post on the AMCHP website here.
Getting to ‘Y’ is part of the Vermont Health Department’s Strategic Plan.
Participating on this team was the BEST part of my school year. I began the year, quite literally, in August, during our first few days of inservice thinking - I don't want to be a teacher any more, this system is too broken - I think I need to quit my job. I thought this a lot as the year continued. I am ending the year knowing that I want to keep working with youth, largely because of this team and seeing a new way to do it, and I want to explore changing my teaching role and explore special education or alternative education as a new career pathway.
It is exciting to know that I am a part of a group that is going to improve the PLP for so many students.
I used to be more of a strong leader, telling people what to do. Now that I’ve learned to facilitate, I help other people to work together.
UP for Learning has provided me an unparalleled opportunity to work on growth both in myself and within my community. I have developed as a leader and facilitator during a global pandemic, and I was able to do so through the support and kindness of those at UP for Learning. I would say that one major lesson I have taken from working with UP for Learning is that leadership is often mistaken for authority, while true leadership looks like uniting your community for the benefit of everyone.
My experiences with UP have been transformative, to say the least. I’ve gotten to learn in so many different ways and have become more confident in my facilitation abilities and speaking in front of other people. I’ve also had the chance to meet a lot of different people, both youth and adults and make connections that I wouldn’t have before.
Cultivating Pathways to Sustainability has given me the opportunity to expand my skills as a leader and share my passions about climate change with youth from Vermont and around the world. Facilitating and leading with other youth and adults has opened my eyes to the infinite ideas that come from this partnership and has made me want to create a similar relationship in my own school. In today’s world, the youth voice is becoming increasingly powerful and I think it’s important for youth to see people their age leading discussions or taking a role in projects alongside adults.
I’m a lot more confident now because of it. And there are other factors that play into that confidence. But I think it sort of stemmed from being a part of that group. I had never had anything like that before in my life really.
I have learned that youth voices are an essential role in future school adjustments...I have personally learned new skills for observation that include taking in all opinions from different sides, and creating a middle ground...taking a leadership role, and considering all opinions on a matter, helps to open my eyes to a bigger picture and step outside of my own mindset. I will remember that all voices do matter.
This group, YATST, can make a big change. And if you stay with it, it can make a change in you
Being a youth and working alongside UP adults and other youth from around the state has been transformative. I’ve gotten countless opportunities for facilitation, experience, and growth. I’ve been given so many chances of connection with other students, teachers, and other adults. I can say confidently that I’m a much more comfortable facilitator and I’ve gotten so many tools to help along the way. Most importantly for me, I’ve learned how to reach towards things that I am passionate and care deeply about and that I am proud of.
Every time I attend or facilitate an UP for Learning event, I am reminded why I am a part of all this. I feel like I have never been in a place where I can listen, learn, share and have conversations that matter so much to me.
Restorative justice practices changed my school experience for the better. Seeing the model for this practice, I believe that it could greatly decrease the amount of repeat offenses in students. I am wholeheartedly behind this project, and am excited to see it through.
I love being a member of the program because the people and the older leaders are so nice and were welcoming and helpful... I was so scared that the program would be hard for me but they made sure that I got all the help I needed and now I am one of the facilitators in the program.
It is exciting to know that I am a part of a group that is going to improve the PLP for so many students.
This group, YATST, can make a big change. And if you stay with it, it can make a change in you
Restorative justice practices changed my school experience for the better. Seeing the model for this practice, I believe that it could greatly decrease the amount of repeat offenses in students. I am wholeheartedly behind this project, and am excited to see it through.
Every time I attend or facilitate an UP for Learning event, I am reminded why I am a part of all this. I feel like I have never been in a place where I can listen, learn, share and have conversations that matter so much to me.
I love being a member of the program because the people and the older leaders are so nice and were welcoming and helpful... I was so scared that the program would be hard for me but they made sure that I got all the help I needed and now I am one of the facilitators in the program.
I used to be more of a strong leader, telling people what to do. Now that I’ve learned to facilitate, I help other people to work together.
My experiences with UP have been transformative, to say the least. I’ve gotten to learn in so many different ways and have become more confident in my facilitation abilities and speaking in front of other people. I’ve also had the chance to meet a lot of different people, both youth and adults and make connections that I wouldn’t have before.
I’m a lot more confident now because of it. And there are other factors that play into that confidence. But I think it sort of stemmed from being a part of that group. I had never had anything like that before in my life really.
At UP for Learning, we believe we all must play our part in uprooting and rebuilding the systems behind inequities.
For our part, we commit to continuing our work to become an inclusive, anti-racist organization and community. We commit to continuing to listen, change and grow.
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