Letter from the Editor

Cordelia D. Zinskie, Chief Editor of the National Youth-At-Risk Journal, shares journal updates and provides an overview of articles included in this issue

Making the American Dream a Reality for All Youth: Introduction to the First Issue of the \u3ci\u3eNational Youth-At-Risk Journal\u3c/i\u3e

This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content

National Youth-At-Risk Journal: Overview and Opportunities

The National Youth-At-Risk Journal, sponsored by the College of Education at Georgia Southern University, is a publishing outlet where both researchers and practitioners can learn about and share information regarding youth placed at risk. Editors will provide an overview of the journal, highlight past issues, and share tips on how to get published. As part of this interactive session, attendees are encouraged to ask questions and/or describe ideas regarding possible journal submissions

Fun and Friendly or Wild and Offensive? Preservice Teachers’ Use of and Image Conveyed by Social Media

The study presents survey results from 515 preservice teachers at a regional United States institution on their social media use, specifically, their self-reported personal image conveyed on their social media sites, likelihood of posting problematic content on their social media sites, and preference for various others viewing their social media sites. While many preservice teachers reported appropriate social media use, some participants conveyed inappropriate personal images; had reservations about supervisors, employers, and university faculty viewing their sites; and were likely to post problematic content. Thus, it is incumbent for teacher preparation programs to develop clear policies as preservice teachers must be made aware of the professional consequences of inappropriate social media usage and behaviours

By Practitioners, For Practitioners: Informing and Empowering Practice Through Practitioner Research

The National Youth-At-Risk Journal was developed to provide meaningful information and resources for professionals who work with youth placed at risk. In order to further this goal, we are calling on practitioners to communicate directly with their colleagues via the journal. We are especially interested in publishing practitioner reports on effective programs, strategies, or interventions that improve both the practice and well-being of youth. The editors provide an overview of practitioner research, describe three approaches to practitioner research, outline the process for conducting practitioner research, and emphasize the role of practitioner-researchers as agents of change. Resources are provided to assist practitioners in conducting research and in reporting their experiences and outcomes

The Every Student Succeeds Act (ESSA): What It Means for Educators of Students at Risk

This editorial perspective examines some ways that the Every Student Succeeds Act (ESSA), which becomes operational in the 2017–2018 school year, may enhance the capacity of educators to help students and schools at risk of underperforming. It also addresses some of the challenges that educators will face under ESSA in ensuring success for all students. We highlight aspects of ESSA that may be of most interest to our readers including the broadened definition of academic success, expansion of subgroups for data reporting, emphasis on evidence-based research and practice, focus on continuous improvement, and need for increased educator understanding of research and evaluation. Resources are included that provide information for educators on how to use evidence, locate research findings on existing interventions, and access funding opportunities

Educating Students in Poverty: Building Equity and Capacity with a Holistic Framework and Community School Model

Educators are often blamed for the achievement gap between low-income and higher income students. We propose to replace the divisive “blame game” with a holistic framework for collaborative action between schools, families, and communities. This 5H Holistic Framework (5HHF) is composed of the 5H protective factors (Health, Hands, Heart, Head, Home). These protective factors holistically address the educational needs and capacities of all students—especially students in poverty—for physical/mental health (Health), safety/security (Hands), social-emotional care (Heart), cognitive development (Head), and family/community support (Home). The 5HHF is used to identify and organize best educational practices and to recommend the community school model to reduce the income-based achievement gap and promote student well-being. The 5HHF of best practices and community school model expands the collective capacity of schools, families, and communities to meet equitably the educational needs of students in poverty and to enhance their opportunities for a quality education. Furthermore, we show how the 5HHF and community school model are aligned with and supported by the Every Student Succeeds Act (ESSA)

Making the American Dream a Reality for All Youth: Introduction to the First Issue of the \u3ci\u3eNational Youth-At-Risk Journal\u3c/i\u3e

This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content

Perceived Gains of Peer Educators in Campus Learning Centers: Academic Performance and Learning, Non-Academic Skillsets, and Self-Confidence and Fulfillment

This study explored the peer tutor and Supplemental Instruction (SI) Leader experiences in campus learning centers as seen through the perceived gains in three subcategories: 1) academic performance and learning, 2) non-academic skillsets, and 3) self-confidence and fulfillment. The peer tutors and SI Leaders surveyed in this study had experience in one or both of these roles and came from institutions across the nation and from several international institutions. In this quantitative study, participants completed a researcher-created survey. The major findings showed a significant difference in the peer educators’ perceived gains based on their roles, with tutors reporting greater perceived gains. Additionally, the study found that these peer educators perceived the most gains in non-academic skillsets, specifically related to increases in their communication and listening skills as well as skills for future careers. When examining the perceived gains in relation to the role and the length of time in that role, the peer tutor role was found to be significant in all three subcategories, whereas the length of time in that role did not present significant differences. Implications for practice support the need for increased resource allocation, showing that learning centers impact more than the students the peer educators serve