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2022 U.S. National Survey on LGBTQ Youth Mental Health by State

December 15, 2022

The Trevor Project, the leading suicide prevention organization for LGBTQ young people, produces innovative original research that amplifies the experiences of diverse LGBTQ young people and brings new knowledge and clinical implications to the suicide prevention field.Since 2019, our annual national surveys have been among the largest and most diverse surveys of LGBTQ young people in the U.S. For the first time ever, we're publishing the findings of our national survey, which captured the experiences of nearly 34,000 LGBTQ people ages 13-24 across the United States in 2022, segmented by all 50 states.These data provide critical insights into the suicide risk faced by LGBTQ young people, top barriers to mental health care, the prevalence of anti-LGBTQ victimization, and the negative impacts of recent politics. Importantly, this research also points to ways in which we can all support the LGBTQ young people in our lives by detailing per state LGBTQ young people's access to accepting communities, LGBTQ-affirming spaces, and social support among family and friends — protective factors that are consistently associated with better mental health and lower suicide risk.It's essential to emphasize that because we still do not have known counts or registries of the LGBTQ youth population comprehensive data on the mental health and well-being of LGBTQ youth remains limited. These findings strive to underscore the unique challenges faced by young LGBTQ people, a group consistently found to be at significantly increased risk for suicide because of how they are mistreated and stigmatized in society.We hope that LGBTQ young people in every state will see themselves reflected in these experiences that so many have bravely shared; and that these data will equip fellow researchers, policymakers, and other youth-serving organizations in every state with the data necessary to celebrate and uplift LGBTQ young people and advocate for policies that work to end the public health crisis of suicide.

K–12 Science Education in the United States: A Landscape Study for Improving the Field

May 16, 2023

This report assesses progress toward the vision of science instruction provided a decade ago by the National Research Council with support from the Corporation. In order to elevate the status of science education in the U.S. and to broaden the involvement of underrepresented groups in ongoing reform efforts, a field-level agenda for change is necessary. To that end, the report includes recommendations to inform improvements over the next 10 years in service of making science education a priority for all.

The State of Women and Girls with Disabilities in New York

May 9, 2023

This landscape analysis focuses on existing and emerging disability justice and inclusion efforts at the intersections of gender and racial justice across New York City and State, and areas for funding that would support the work of disability justice leaders and advocates.In alignment with The Foundation's mission and values, the final report of findings includes an overview of organizations leading this critical work, a spotlight on community-based leadership moving this agenda forward, and information on emerging groups supporting gender and economic equity by and for people with disabilities.

Spotlight on Early Childhood Education: Participation in Pre-K before and during the COVID-19 pandemic

April 28, 2023

The earliest educational experiences of children's lives are critical for their development and lay the foundation for their future achievement and well-being. For children from families facing socioeconomic disadvantage, high-quality public preschool (typically referred to as pre-K) is particularly important because of its potential to close educational opportunity gaps. Early childhood programs like preschool are also beneficial for parents because they allow parents to work or pursue education, while ensuring that children are well cared for in an enriching environment.Families in New York City are attuned to the importance of early education in large part due to the emphasis that the city has placed on its full-day universal pre-K program, known as Pre-K for All for four-year-old children. Pre-K for All is one of the largest pre-K programs in the country, serving an average of 70,000 children annually (about 65% of all New York City four-year-olds) prior to 2020. The COVID-19 pandemic tremendously disrupted New Yorkers' lives, and early education programs (including pre-K for All programs) faced difficult challenges during the height of the pandemic and in its wake. The Poverty Tracker surveyed families and their participation in Pre-K programs before and during the COVID-19 pandemic.

Spotlight on Early Childhood Education: Participation in New York City’s 3-K for All program

April 28, 2023

Universal pre-kindergarten programs—state-funded early childhood care and education programs that provide free preschool to children for one to two years before kindergarten—have dramatically expanded across the United States over the past two decades. This expansion follows years of research showing that high quality preschool participation can reduce income-based school readiness gaps and promote children's cognitive and language development.New York City is a leader in the national universal pre-K effort with its citywide Pre-K for All program. The program launched in 2014 and quickly grew to offer free, full-day pre-K to all four-year-old children in 2015. New York City's universal pre-K programming expanded further in 2017 with 3-K for All, which aims to provide every three-year-old child in the city with free, full-day pre-K.In this report, we examine families' experiences with the 3-K for All program search, application, and enrollment process during the three academic years that began in fall 2018, 2019, and 2020, drawing from a representative sample of New York City families with young children surveyed by the Early Childhood Poverty Tracker.

Tobacco 21 Policy Evaluation: Reducing Youth Tobacco Use Through Policy Change in Greater Cincinnati

April 18, 2023

From 2019-2022, Interact for Health partnered with the Center for Public Health Systems Science at the Brown School at Washington University in St. Louis to conduct an evaluation of policy efforts in southwest Ohio to increase the minimum legal sales age of tobacco products from 18 to 21 (known as Tobacco 21) and related enforcement strategies. Findings and lessons learned illuminate the role local laws play in protecting youth in our communities, what it takes to move through the policymaking lifecycle, and the policy's impact - including a decrease of 27% in ease-of-access to tobacco products among Cincinnati youth from 2018 to 2022.

The Changing Child Population of the United States: First Data from the 2020 Census

April 3, 2023

The United States is a wonderfully diverse nation, and its child population represents a kaleidoscope of races and nationalities. For all children to thrive, the basic needs of every young person — from every demographic group — must be met.This report compares 2020 census results to historical data. It explores how the U.S. child population is decreasing in size, increasing in diversity and changing substantially at the state and city levels.Among the changes highlighted in the publication:The nation's child population count fell from 74.2 million in 2010 to 73.1 million in 2020. During this same time-frame, 27 states plus Puerto Rico saw their total child count fall.Children of color are taking up an increasingly larger share of the total child population. These children grew from representing just 26% of all kids in 1980 to 53% in 2020.The total headcount for children of color grew in 46 states plus the District of Columbia, and this statistic grew fastest in three states — Texas, Florida and Washington.

Youth and Young Adult Wellbeing: A Youth-led Participatory Action Research Project to Define & Measure Wellbeing

April 3, 2023

The Youth and Young Adult Wellbeing Measure Project Report provides insight and data from the youth and young adult researchers and displays each cultural design team's research process to identify key areas of well-being within their culture and traditions. It also identifies common themes of well-being across the three cultural contexts. This report highlights the origin and milestones of the first stage of this project, and more importantly, it promotes and encourages the field of youth-centered programming to center young leaders as experts in their lived experience.

Promoting Meaningful Partnerships with Lived Experience Experts in High Quality Research: Considerations for Funders

March 30, 2023

For the past several years, the Annie E. Casey Foundation, Casey Family Programs, and the William T. Grant Foundation have funded and worked in close partnership with more than 50 individuals representing a broad array of experts, stakeholders, and people with lived experience to develop a 21st Century Research Agenda for a Child and Family Well-Being System, which comprises the most pressing research gaps that span each aspect of child welfare system involvement, including: community-based family support and maltreatment prevention, child protective services involvement and prevention of family separation, and out-of-home care and post-permanency services. Partnering organizations include Black Administrators in Child Welfare (BACW), the National Indian Child Welfare Association (NICWA), Child Trends Hispanic Institute, the American Public Human Services Association (APHSA), the Child Welfare League of America (CWLA), Social Current, and the American Academy of Social Work and Social Welfare (AASWSW).As part of this effort, a team of six lived experience experts (i.e., individuals with lived experience with the child welfare system—including two young adults with foster care histories, two birth parents, a grandparent/kinship caregiver, and a foster caregiver) have been equal partners in project leadership, serving in various roles related to project development and dissemination, and serving as full voting members of the project's Steering Committee. This type of sustained collaboration is essential for forward movement.Given the unprecedented nature and scale of this partnership, we commissioned a brief describing the partnership process and outlining guidance for funders in supporting meaningful partnerships between researchers and lived experience stakeholders.

Age of Gender Identity Outness and Suicide Risk

March 29, 2023

"Coming out" is everyday language for the process of sharing one's sexual orientation or gender identity with other people. The decision of when and how to come out – or not – is deeply personal, and can change over the course of an individual's lifetime. For transgender and nonbinary (TGNB) individuals, sharing the details of one's gender identity or history with friends, family, and acquaintances can be complex. On a basic level, TGNB people do not always have the option to come out to others — sometimes they are forcibly outed by their documentation, medical records, or physical appearance (Beemyn & Bauer, 2015). TGNB people may also only be out about their gender identity in certain spaces or spheres of their life where they feel safe being open with others (Klein et al., 2015). While little research has specifically examined gender identity outness, outness of ones' LGBTQ identity more broadly is associated with mixed mental health outcomes among young people. Sexual orientation outness is associated with high levels of suicide risk among LGBTQ young people, despite society becoming more LGBTQ-affirming over time (Meyer et al., 2021). This is likely due to increased exposure to anti-LGBTQ language, discrimination, and violence after one comes out as LGBTQ. Indeed, LGBTQ young people who are more out about their sexual orientation report higher levels of victimization in school, compared to their peers who are less out (Kosciw et al., 2015; Poteat et al., 2022). Furthermore, given that coming out earlier places young people at greater risk for anti-LGBTQ victimization, it has therefore been  associated with increased risk for suicide, as documented in our previous research brief, "Age of Sexual Orientation Outness and Suicide Risk". However, being out about one's LGBTQ identity can also be protective, as LGBTQ young people with higher levels of outness also report higher self-esteem and lower rates of depression (Kosciw et al., 2015). It is unclear if similar findings hold true for TGNB young people coming out about their gender identity. Using data from The Trevor Project's 2022 National Survey on LGBTQ Youth Mental Health, this brief examines the association between a TGNB young person's age of coming out about their gender identity and suicide risk.

How Long Do States Let Children in Foster Care Wait for Permanent Families? Timely Permanency Report Cards

March 23, 2023

Children need safe and permanent families for healthy development. Therefore, states are tasked with moving children in foster care to permanency through reunification with the family of origin, adoption, guardianship, or other custodial arrangements with relatives. Federal laws that guide states emphasize timely permanency, but states exercise substantial discretion in implementation.This report summarizes a new analysis of states' performance on four permanency measures—overall, by the child's age at entry, and by race or ethnicity. Performance across measures is summarized by an overall ranking, from 1 to 51. Complete project results are available at www.aei.org/foster-care-report-card. The analysis demonstrates that children's chances of permanency, especially through adoption, depend largely on where they live.

The Connected Arts Learning Framework: An Expanded View of the Purposes and Possibilities for Arts Learning

March 22, 2023

The benefits of teaching art to young people have often fallen into two camps. Children study or practice "art for art's sake" to develop a particular skill. Or they approach "art for academics' sake" to enhance their other studies. But this report comes at arts learning from a different angle: What if learning about or practicing an art could help young people connect more directly to their communities and the world they live in? And how might that change the experience and outcomes for both students and communities? The report, led by Kylie Peppler, an expert in arts learning, and her team at the University of California, Irvine, begins with a connected learning framework. In connected learning, educators seek to create meaningful learning experiences based on young people's interests and then connect these experiences to real-world issues and communities. The authors put art within this context to discover how arts education can help young people build connections with their culture, identity, home lives, communities, professional artists, and future aspirations.