2024

introduction

Moved by the events of the 2015 Flint Michigan Water ​Crisis, youth from Black Swan Academy traveled to Michigan ​to do their part to help Flint citizens recover from the ​harmful effects of lead poisoning in the community’s water. ​It was disheartening to come back to Washington DC, only to ​find out that a water crisis was happening in their community ​too.

Terracotta

It was reported that dozens of Washington D.C. Schools ​tested for high levels of lead in the school’s water system. ​Youth leaders in Black Swan Academy decided that enough ​was enough; their voices needed to be heard and their ​concerns addressed. This was the seed that grew the Black ​Youth Agenda from Black Swan Academy.

introduction

‘Keep it Clean, No Truancy

Heal Us, Don’t Harm Us

Safe Passages 4 Youth Passage

Where Dreams Come Home

Regardless of focus area, the goals of the Black Youth Agenda often ​overlapped and highlighted the various ways failed systems and racial ​injustice compounded the trauma young people are holding. The agenda is a ​reminder of the complexities and interconnectedness of the issues facing ​Black youth.

“I can also tell you that the bathrooms at my school are always dirty, there’s never toilet paper or soap in the bathrooms, and the sinks where we should be washing our hands just do not work.” - BSA Youth Leader

“I can also tell you that the bathrooms at my school are always dirty, there’s never toilet paper or soap in the bathrooms, and the sinks where we should be washing our hands just do not work.”

- BSA Youth Leader

Black and Brown youth in DC are more likely to be subjected to ​poor school conditions, yet, they remain last in line to receive ​updates and modernization. The majority of Department of ​General Services open work orders for DCPS are in Wards 4, 5, 7 ​& 8, where many schools have high populations of students of ​color and students that come from less affluent households. ​Even for schools that are receiving these modernizations, DGS is ​not managing the upkeep in a way that will allow these ​modernization efforts to last.

Youth express a desire for a safe and comfortable learning ​environment for them to be at their best academically and at a ​minimum, that requires schools that are clean and where ​everything is working properly. It takes the Department of ​General Services on average 55 days to complete work orders.

Keep It Clean, No Truancy

The level of cleanliness and hygiene in schools sends a message to students that their comfort and safety is not being prioritized. A neglected environment can cause stress levels to increase, and therefore negatively impact concentration and educational success.

The effort toward the educational advancement of youth in the District of Columbia begins with the investment of high-quality educational facilities and the upkeep of the buildings. The Office of Civil Rights of the United States Department of Education (2014) asserts that maintained buildings are a human right and that students and teachers are able to better engage in the learning process when educational facilities are well maintained. These standards are amplified throughout DC by education advocates such as the Washington Lawyers’ Committee for Civil Rights and Urban Affairs. Research indicates that the environmental and physical condition of schools relates to student performance, mental health, educator turnover and the physical health of those who are in school buildings on a daily basis. The standard of educational spaces youth report to each day directly impacts the school experience for youth from each stage of their education. Washington D.C. faces several school sanitation issues, including inadequate facilities, lack of proper maintenance and hygiene practices, and limited access to clean water and sanitation facilities. Many schools in the district have aging infrastructure with leaky pipes, poor ventilation, and insufficient restroom facilities.

Keep It Clean, No Truancy

Although COVID-19 enhanced public interest in the air quality of schools, ​viral microbes are only one aspect of concern. The U.S. Environmental ​Protection Agency states that indoor levels of pollutants may be two to ​five times — and occasionally more than 100 times — higher than outdoor ​levels (EPA, 2023). Given the length of time youth spend in school, the ​quality of air and environmental risks must be highly considered. During ​the 2021-2022 school year, at least 30% of DCPS schools had HVAC ​issues with DCPS students and teachers have faced serious heating, ​cooling, and ventilation problems in their school buildings. High ​functioning and well-maintained HVAC systems are critical to air quality ​safety in public schools.

Surface associated fungi, allergens, bacteria, and viruses are components ​of the indoor microbiome that commonly impact youth in the built ​environment. Inadequate cleaning leads to accumulation of dust and ​non-visible ecological niches, which can promote the persistence of ​biological contaminants, and the resuspension of microbes from flooring ​and other surfaces is a significant source of exposure (Shaughnessy, ​2022). According to the CDC (2021), asthma is one of the leading causes ​of school absenteeism, resulting in nearly 14 million missed school days ​annually nationwide. Regular and thorough cleaning and building ​maintenance can prevent pest problems, minimize irritants and ​allergens, and create healthier learning and working environments for ​children and staff. In addition, some schools do not have adequate ​cleaning protocols in place, leading to the spread of germs and illnesses ​among students and staff. Poor sanitation practices, such as improper ​waste disposal and lack of handwashing facilities, also contribute to the ​problem. Furthermore, lapses in the resupply of hygiene materials in ​DCPS such as soap and hand sanitizer stations exacerbate the risk of ​spread of bacteria as youth are not provided with basic necessities for ​sanitation practices.

Despite the reach of systemic inequality, schools are community institutions that represent a facet of stability for developing youth. Students experiencing economic hardship have a higher association with chronic absenteeism. Schools are well positioned to integrate the presence of emergency supplies such as toiletries, clothing and feminine hygiene products for youth.

While the Expanding Student Access to Period Products Emergency Act of 2022 was a great legislative action to toward menstruation resource management, access to personal hygiene products continues to be an unmet need for students. Young people named that some schools have transitioned to having vending machines with tampons and pads in them, however they are not free. Instead students have to pay 50-75 cents to access these products. These products in addition to other hygiene products should be available, as needed, to all students.

The educational definition of “emergency management and preparedness” should also include the needs of individual students to enhance the utility of the school environment and contribute toward student success.

Limited access to clean water and sanitation facilities is a major concern in some schools, particularly in underserved communities such as Wards 5, 7, & 8. Schools can leverage the efficacy of the built environment by maintaining access to safe drinking water for youth.

Keep It Clean, No Truancy

Research indicates a racial disparity in hydration as it relates to Black youth (Kenney et al., 2015). The Childhood Lead Exposure Prevention Amendment Act of 2017 aimed to create stronger standards and regular monitoring of lead in DC schools. Currently, the annual testing aims to detect PPB below 5 and DC youth lead testing of 5 µg/dL or below (DC Government, 2023). However, the American Academy of Pediatrics states that commonly encountered blood lead concentrations, even those below 5 µg/dL (50 ppb), impair cognition, and that there is no identified threshold or safe level of lead in blood. Youth report fountains are broken or filters display replacement signals for prolonged periods of time, creating weariness about the safety of water within their schools. Continued refinement of controlling lead exposure to enhance the developmental well-being of DC youth remains important.

Increased transparency about the District’s assessment and condition of school buildings, DGS’s plan to repair and maintain buildings is imperative. The 2022 DC Auditor’s Report, “Multiple Failures in DGS Management of Work Orders” revealed the gaps in the DGS dashboard including estimated work order completion dates for requests in the work order management system. Work orders in relation to heating, cooling, mold and pest control remain open for extended periods of time, placing youth and school staff in consistent contact with environmental hazards. Furthermore, the work order system documentation also fails to include accurate photos of the completed work, which limits transparency of the work of DGS. The chain of noted building impairments, work order placement, and DGS wait times is inadequate. Ideally, school-based custodial staff should be empowered with training and consistent supplies to conduct thorough cleanings and initiate inspections in collaboration with DGS.

“In school, I had a manic episode and was called a monster, crazy, and an escaped patient by my counselors and principal. This makes me feel like I am not seen as a person because of my mental issues. Even though they are not something that I can control.”

- BSA Youth Leader

“In school, I had a manic episode and was called a monster, crazy, and an escaped patient by my counselors and principal. This makes me feel like I am not seen as a person because of my mental issues. Even though they are not something that I can control.” - BSA Youth Leader

Historical exclusion and systemic racism has been linked to increased stressors and mental health challenges. Further marginalized youth with LGBTQ identities are more vulnerable severe mental health challenges, and are reportedly three times as likely to seriously consider attempting suicide in comparison to their counterparts (CDC, 2021).

Community-based resources and social support are a global protective factor for youth and families as stressors related to food and housing insecurity are directly correlated with family health and well-being (DHHS, 2021). The sparse services that do exist often have limited impact as they are only offered for short amounts of time and often center points of crisis and not prevention. Youth report mistrust of school officials in addition to challenges with rapport building due to high staff turnover rates in DCPS. Youth report a general lack of safety and sustainability of the social service and mental health resources known to them, which contribute to exacerbated distress and missed opportunities for systemic intervention.

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A key aspect of supporting the social and emotional wellness of ​youth is multi sector support. According to the 2021 DC Youth ​Behavioral Risk Survey, 53% of high school students reported ​persistent hopelessness that they stopped engaging in preferred ​activities. Only one in three DC youth reported having a trusted ​adult at school to confide in. This is higher than the national average ​which indicated about 20% of youth were experiencing mental ​health challenges (CDC, 2021).

A key aspect of supporting the social and emotional wellness of ​youth is multi sector support. The educational environment has ​potential to provide expansive curricula and integrated mental ​health services for youth. DC’s Department of Behavioral Health has ​contributed substantial efforts toward increased mental health ​supports in schools such as increased staff psychologists, social ​workers and counselors in schools.

Additionally, schools have partnered with community-based ​organizations (CBOs) to offer a range of tiered interventions in ​schools to alleviate stressors and provide various forms of social ​support for youth. Although these efforts are a highlight, challenges ​persist with youth engagement in these programs due to challenges ​with high rates of staff turnover, limited opportunities for rapport ​building, lack of culturally sensitive services and concerns about ​outcomes after personal disclosure. The overrepresentation of Black ​children within the child welfare system is a result of systemic bias ​and creates complexities to youth social service engagement (DHHS, ​2021).

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Systemic, institutional, and interpersonal racism have been linked to ​Black youth involvement in the child welfare system (Noorishad et ​al., 2023). Court involvement and punitive actions toward caregivers ​create further vulnerability for youth instead of protection and ​familial support as research indicates many child protective reports ​in reference to neglect are inextricably linked with economic distress ​for caregivers.

This indicates that the formal child protection system is increasingly ​ill-matched to the actual needs of the children and families who ​enter it (Melton, 2005). Entry into this system, which licenses and ​mandates the surveillance, regulation, control, and separation of ​families through federal and state law, causes profound trauma to ​Black children and their families that has life-long impacts ​(Children's Rights Fund, 2022).

Youth are calling for alternatives to child protective service protocol ​and changes within the child welfare system at-large. Youth leaders ​of the D.C. Girls Coalition have championed the effort to require all ​mandated reporters within schools and publicly funded programs to ​receive culturally responsive and anti-racist training to decrease bias ​in the mandated reporting process and the child welfare system.

Additionally, youth leaders have called for protocols to take steps ​that would support youth autonomy in the mandatory reporting ​process such as: informing youth of their rights, explaining the full ​process of mandated reporting before youth disclose information to ​a mandated reporter, and providing additional resources in the event ​youth choose not to disclose to a mandated reporter.

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Heal Us, Hear Us

Heal Us, Hear Us

Preventative measures to bolster the mental health of DC youth are key to positive youth development. City leaders must address the economic and social barriers that contribute to poor mental health for youth and families. Priorities should include increased infrastructure in historically underserved neighborhoods, access to nutritious food, affordable housing, healthcare, and programming that promotes healthy development. Services such as early childhood education and expanded child care resources are essential to enhance social support for caregivers and enhance the early beginnings of youth.

Additionally, continuous youth enrichment programs and recreation activities create opportunities for youth esteem and confidence building, which can contribute to resilience. However, a lack of family support programs and childcare options often cause adolescents to miss out on enrichment opportunities and engage in recreational activities that contribute to their wellness.

Furthermore, as youth grow in age, systemic protections such as eligibility for public benefits for adolescents in DC create a layer of protection against economic instability and poor mental health outcomes. Overall, the promotion of affirming, safe, and positive community institutions can enhance the quality of life and healing of DC youth.

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In 2020 & 2021, 7.4 % of D.C. youth were victims of, or witnessed, violence in their immediate neighborhoods. 36 % of students replied that they felt uncomfortable or in danger while traveling to school.

Youth deserve to experience true safety. We can’t say we are caring ​for youth until we make schools and communities a safe place for ​them. This means supporting their growth, learning, and ​development. This can happen by identifying & supporting non- ​carceral approaches to care, healing, validating & addressing youth’s ​experiences with violence.

The impact of crime on D.C.'s youth underscores the urgent need for ​preventive measures, intervention programs, and community ​support to break the cycle of violence and provide safer ​environments for our young residents. Extensive research indicates ​that exposure to community violence is associated with mental ​health challenges, impaired academic achievement, and poorer ​physical health for developing youth. Furthermore, exposure to ​community violence can contribute to lack of safety, inhibit ​environmental exploration, and lead deficits in social development ​which may negatively affect opportunities for youth to connect with ​peers and build neighborhood cohesion.

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Safe Passages 4 Youth Passage

A lack of safety has also been associated with school absenteeism. ​Youth report challenges with perceived safety commuting to and ​from school due to extensive violence and lack of protective ​measures from the system. A notable governmental intervention is ​the Safe Passages Program, a multi-agency effort to create safe ​commutes for youth in the community. In addition to shuttles to and ​from school, the Safe Passage program is aimed at providing conflict ​resolution, mediation services, and community relationship building ​to keep students safe and improve student attendance. Youth report ​appreciation for Safe Passage workers, but have noted that safety is ​limited as Safe Passage workers are often only positioned within a ​few blocks of schools, when many youth have further commutes.

Youth are calling for an expansion of the Safe Passage program to ​include additional violence interrupters to better combat violence ​before and after school. Youth have raised support toward increasing ​the number and capacity of violence interrupters as a solution to ​building sustainable community safety. These programs aim to ​provide community members with training and skills to de-escalate ​conflict.

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The Violence Interrupter program is a community-based initiative aimed at preventing violence before it occurs. It hires and trains neighborhood residents who are credible within their communities to work as violence interrupters. These interrupters play a crucial role in de-escalating potentially violent situations and mediating conflicts. By building relationships with individuals at risk of involvement in violence, they encourage peaceful resolutions and discourage retaliation. In addition to enhancing community conflict resolution skills, youth have called for an increase of community coping mechanisms through the opportunity to learn self-regulation and communal healing practices.

Opportunities for enrichment and recreation are known stepping stones toward the healthy development and resilience of urban youth as these programs can facilitate social and emotional development. However, disparities in out-of-school time (OST) program availability and quality east of the river leave youth and families with limited options. Given that OST seats for after school and summer programming may by neighborhood transportation remains a barrier to access. A survey conducted by PAVE DC indicated that transportation, knowledge of programs, and costs were major concerns of caregivers seeking OST programming.

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The inaccessibility of OST programs further marginalize youth living ​with disabilities as many programs do not have ADA provisions. The ​Universal Out of School Time Amendment Act of 2023 aims to ​expand OST programs by at least 10% annually, toward the goal of ​universal access by 2035 for every student in a DC Public or Public ​Charter School. However, universal OST funding is needed now to ​ensure the healthy development and safety of youth in the district.

Another aspect of community safety is the expansion of community ​spaces in historically underserved communities east of the river. ​Youth are calling for 24 hour community space availability to ​increase safety and the engagement of youth. Previous initiatives ​such as the DC Department of Parks and Recreation (DPR) Late Night ​Hype 2.0 created alternative youth spaces with expanded ​opportunities for peer community building and recreation until ​11pm. Greater opportunities for youth to explore interests and ​engage in prosocial activities have a positive impact on youth, ​families, and neighborhoods.

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Where Dreams Come Home

Often overlooked, but are especially vulnerable in housing challenges ​are youth. Structural racism leading to economic disadvantage has ​placed Black DC families in a state of perpetual financial distress. A ​key factor resulting in housing insecurity relates to unaffordable rent ​prices. Nationally, DC is known as one of the highest rental markets. ​In 2023 the median rent for one- and two-bedroom apartments in ​D.C. was $2,121, a price too high for many families. Rates for ​occupied rent-controlled units generally can only increase once per ​year by 2 percent plus inflation. In 2023 the 8.9% rate signified the ​highest increase in the history of the District’s rent control statute. ​The 2023 Rent Stabilized Housing Inflation Protection Emergency ​Amendment Act capped the rate of rental increase at 6% for two ​years.

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Housing insecurity has been targeted by various programs in the district to diminish youth and families being unhoused. The Permanent Supportive Housing vouchers are funded annually. However, a report indicated that DC Housing only utilized 56% of newly available PSH vouchers between October 2019 and February 2021, leaving residents in need. Furthermore, extensive wait list times leave large families in subpar living conditions and vulnerable positions as units often cannot accommodate family size. For families in crisis, the Emergency Rental Assistance Program (ERAP) assist families with covering late housing bills and legal costs for residents facing eviction. In the past ERAP funding has historically been depleted by mid-year.

In 2024 the system shifted to a quarterly application that closes at a maximum number of applications. Residents cited inequity as the quarter one application opened and closed within four hours, set during working hours. Extensive ERAP needs indicate the widespread economic and housing instability of district residents and families, which places many at risk. The Family Re-Housing Stabilization Program (FRSP; formally known as the Rapid Rehousing Program) facilities rental assistance and case management for 12 to 18 months with the goal of increasing participant income enough to independently afford market rent at the end of the program.

However, fair housing advocates such as the Children’s Law Center and Washington Legal Clinic for the Homeless have reported that DC’s FRSP program has never succeeded in setting participants up to maintain stable housing. Barriers include the low wages, high rent pricing, and limited 12-18 month window allowed for program participation. Caregivers and residents deserve sustainable housing programs that truly empower them to sustain housing in a market where wage increases, and affordable housing are standard.

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Where Dreams Come Home

In addition to establishing affordable housing rental standards aligned with the realities of youth and families, increasing the quality of housing remains an important issue. Affordable housing initiatives have been associated with underfunding that has resulted in toxic building materials are now directly linked to more serious health risks for low income families. Many of the original District of Columbia Housing Authority (DCHA) affordable housing units were constructed in the 1970s. In 2018 almost one-third of the DC’s public housing units were nearly uninhabitable due to out-of-code electrical systems, structural issues, water damage, mold and rodent infestations. A 2022 federal audit cited DCHA was at fault in regard to the health risks imposed on youth living in units as they failed to adequately monitor lead risks to youth residents. The investment toward the rehabilitation of affordable housing units should be a top priority of DC lawmakers. Clean and safe housing is essential to the healthy development and success of young people. Black youth and families deserve a safe and clean place to live, thrive, and survive.

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Where Dreams Come Home

The construction of affordable housing has been chronically underfunded and regulated by racist housing policies. After years of widespread use, low-cost, substandard, and toxic building materials are now directly linked to more serious health risks for low income families. DC has disinvested from public housing in favor of landlords and corporations. Landlords are required to register their rental units, including the rates, with DHCD’s Rental Accommodations Division. However, inequity persists with limited DHCD oversight of registered versus actual rental rates, leaving families at risk of exploitation. New developers often only reserve limited affordable housing units in new buildings, further systematically excluding Black DC natives. Landlords and developers persist with the use of substandard building materials in new units, placing families at risk of toxin exposure. Furthermore, landlords have reported challenges in the ability to fund repairs while keeping rent low. Displacement and development are pushing people out of the city and/or into unsafe and unlivable conditions.

The DC government’s investment in affordable housing can create habitable and affording housing for youth and families. Empowering the next generation of adults in DC includes creating a habitable built environment, instilling youth with the skills to live independently, and dismantle the oppressive systems that make safety and housing security the norm.

The Black Youth Agenda Climate Survey

Method

• Mixed methods including qualitative interviews (n = 14) and a mixed methods online survey (n = 202) captured the outcomes and impacts of the issues surrounding the Black Youth Agenda for district youth.

• First interviews were conducted with Black Swan Academy youth leaders. Fourteen interviews, including one on one interviews and focus groups, were conducted from July 2023 to March 2024 for this report. Participants ranged from 6-12th grade.

• The majority of interviews were completed with feminine identifying youth. The average amount of time the youth have been engaged in Black Swan Academy activities was 2 years, ranging from people who had just begun engaging in Black Swan Academy during the 2022-2023 school year and high school students who have been involved since they were in middle school. The compensation for the interviews was $25 per person.

• Second, an anonymous survey was administered online to gather perspectives of broader Black D.C. youth. A total of 202 participants consented and completed the online survey. Compensation was $10 for completing the online survey.

Method

Measures

• Participants completed demographic questionnaires that included ​questions about their current living situation, mental health ​symptoms, conditions of school and community safety perceptions. ​Focus-group questions assessed four primary domains: housing, mental ​health, school sanitation, and community safety.
  

Analytic Methods

• Descriptive statistics were used to summarize demographic survey ​data. The means and standard deviations for continuous variables and ​percentages for categorical variables were calculated. Focus-group ​transcripts were analyzed using an iterative thematic approach. ​Inductive codes were generated through open coding, with the ​American University capstone students being led by their professor, ​labeling recurring concepts that were relevant to the research ​questions.

• Open coding continued until saturation of codes was reached (that is, ​when no new concepts were identified). All inductive codes were given ​a working definition, and inclusion and exclusion criteria for each code ​were indicated.

• To enhance the validity of the qualitative analysis, the analysts coded ​the transcripts separately and then met to compare their coding. ​During coding comparison meetings, the analysts resolved all coding ​disagreements through discussion, enhancing their consensus on code ​definitions and the inclusion and exclusion criteria for each code.

• Codes were then bundled into major themes based on discussions ​between and were shared with Black Swan Academy senior level leaders, ​Youth Organizers during a member-checking process that involved the ​first author presenting the focus-group data and initial data ​interpretation to ensure proper interpretation. The results will ​highlight the voices of Black youth in Washington DC who are ready to ​see positive change taking place in their communities.

Results

Demographic Information

• Participants ranged from ages 11-19 ​with 51% of youth being ages 16-17.
  

• Participants self-identified as ​Black/African American with 65% of ​youth identifying as female.
  

• Participants were in grades 6-12th ​grade with the average participant ​being a 10th grade student.
  

• Youth from wards 1-8 were represented ​with 53% of youth living in Wards 7 and ​8.
  

Results

Keep It Clean No Truancy

• Bathrooms. Survey questions regarding school bathroom conditions indicated that 32.7% reported that their school bathrooms did not have soap a majority of the time. One in three youth (34.1%) reported lacking working electric hand dryers or consistent stock of napkins in school bathrooms and broken doors in bathroom stalls (30.7%).
  

• General Conditions. There were 21.3% of youth reporting experiencing consistent unsafe school conditions (e.g., missing ceiling tiles, exposed wires, broken windows). Two-thirds (66.7%) of youth located in Wards 7 & 8 indicated often encountering broken entryway/exit doors within their school buildings. Dirt, debris, or tash in hallways or common areas were reported by 33.7% of youth. Challenges with school heating and cooling systems not functioning adequately were reported by 21.3% of youth.
  

Results

Keep It Clean No Truancy

Youth Perspectives Regarding School Sanitation and Resources

Results

Hear Us, Heal Us

• Mental Wellness. Youth answered a series of ​questions in regard to their mental health in ​recent weeks. One in three youth (32%) ​indicated excessive worry about various things ​most days. High rates of irritability and/or ​becoming easily annoyed was endorsed by 44.6% ​of youth surveyed (44.6%).

• Over half of the youth surveyed (51%) reported ​recent challenges with concentration on things ​such as school, work, or viewing media. Forty ​percent of youth reported feelings of failure, ​feeling bad about themselves or that they had ​let themselves or families down.

• Historically, 35.6% of youth reported ​experiencing situations where they were in ​danger, and 16.8% of youth preferred not to ​answer the question. One in four youth (25.7%) ​reported having a family living with substance ​use disorder.

Results

Hear Us, Heal Us

Perspectives on School-Based Health Support

Results

Hear Us, Heal Us

Qualitative Themes.

• Mental health was discussed among 14 of the 14 interviews. More specifically, participants discussed how they struggle with their mental health and have encountered it at home or within themselves.
  

“I feel like children could be feeling stressed or go through sad stuff at home and then when they come to school it’s kind of like they’re trying to come to school to get away from it. But when they got to go home it’s depressing I guess.”

• Youth also expressed that they have challenges coping with their mental health because there are not community-based resources for assistance. A sub theme that emerged was intergenerational mental health. Youth spoke about caregiver mental health challenges and intergenerational challenges seeking resources for caregivers and in tern, themselves as well.
  

“We tried to get my mother inside of a program, but the lack of mental health facilities and stuff like that calls for my mom not to get the mental health that she needed or not have a place to go when she is going through her mental health problems. And so the lack of mental health causes youth and adults in general to basically not have a place to go and lead to more serious things…”

• The participants also feel as though they can’t talk about what they are going through with school therapists because the teachers are potentially lacking confidentiality.
  

“Yeah, because they won’t tell anyone. One of the teachers here told me to go to therapy and [the therapist] went back and told the teacher everything. That shouldn’t happen. I want them to keep things to themselves, but if it's really bad then go to my parents.”

Results

Safe Passages 4 Youth Passage

Community Factors:

• Nearly one-third of youth (31.2%) reported witnessing unsafe situations in their neighborhood and 46% of youth reported witnessing unsafe situations around their schools.
  

• Safety concerns as a barrier to traveling to school was endorsed by 18.8% of youth. A majority of the youth surveyed (72.3%) reported that having recreation activities available for youth after school could be a way to keep youth safe and out of trouble.
  

Results

Safe Passages 4 Youth Passage

Perspectives on Community Safety Tools

Results

Safe Passages 4 Youth Passage

Qualitative Safety Summary

• Safety was discussed among 13 of the 14 interviews. More specifically, participants discussed how unsafe they feel traveling to and from school due to the people they encounter, and violence that occurs.
  
• Youth discussed the possibility of youth only WMATA buses or youth only metro cars as solutions to transportation safety.
  

“Youth in DC witness almost double the national average of community violence. My personal experience with school and community safety is not feeling safe going to school because there is a lot of fighting and gun violence going on in the area while I am traveling to school”

Results

Where Dreams Come Home

• Housing: There were 13.8% of youth ​expressing significant concern regarding ​the condition of their housing and ​cleanliness of their housing.
  

• Rodent concerns within housing were ​endorsed by 36.1% of youth and 21% of ​youth endorsed concerns about lead ​exposure. Safety concerns were endorsed ​by 34.8% of youth.
  

• Concerns regarding caregiver abilities to ​pay for housing or utilities were endorsed ​by 39.1% of youth and eviction concerns ​were endorsed by 21.8% of youth.
  

Results

Where Dreams Come Home

Perspectives on Housing Resources

Results

Where Dreams Come Home

Qualitative Theme: Housing

• Participants discussed the need for affordable and safe ​housing for all families and the need for more emergency ​vouchers and affordable housing options. Youth displayed ​the necessity for comprehensive social support and housing ​reform.
  

“Everyone should be treated fair no matter how much money ​they have or how wealthy people are. It’s true people act ​different and speak differently, but we are all human and ​deserve housing”

“Even if they can’t afford it. We should add more shelters, ​more community stuff. Places for kids. Maybe a teacher could ​visit every weekend and teach the kids something new.”

“This [voucher] basically increased access to affordable quality ​houses and ensures units are available for larger families. I feel ​like some people are probably not going to be able to afford it ​or something, but they have a larger family.”

Overall, these quotes highlight the need for affordable housing, ​especially in low-income communities., Furthermore, the quotes ​demonstrate how a lack of housing can impact overall school ​performance. Additionally, they emphasize the severe impact on ​homeless youth who do not have families to depend on.

• Our research set out to examine Black youth experiences and perspectives regarding housing, school sanitation, mental health, school and community safety. This mixed methods approach indicated that qualitatively, youth are experiencing structural oppression as they navigate school, community, housing, and resource inequity. The results highlight that youth are experiencing chronic environmental stressors. Furthermore, the lack of safety in the built environment serves as an ongoing source of stress and mental health challenges. Subsequently, the results indicate that there is an intergenerational cycle of inadequate community-based social services, opportunities for economic stability and mental health support. The youth stories represent the interconnectedness of each of the four Black Youth Agenda domains as they relate to the youth experiencing systemic invalidation by the societal systems that should serve as protective mechanisms. This research highlights the ability of youth to critically assess their lived experiences and outline the negative cascade associated with systemic racism, especially for Black youth living east of the river.
  

• A strength of our study is our youth-guided approach to identifying issues and your collaboration throughout the research process. The deployment of a mix-method approach created an opportunity to view micro and macro level perspectives from youth. In addition to being guided by the lived experiences, voices, and talents of our youth, another strength of our research is the integration of our community organizing partners' engagement of their youth participants in the survey to amplify the Black youth voice further. Although our study has strengths it is not without limitations. Our survey did not provide queries regarding additional identifiers of Black racial/ethnic identity. We recognize the diversity in Black identity. We recognize the lack of generalizability of our results based on our focus on experiences of Black youth living in Washington D.C. The use of focus groups created space to understand group norms and thoughts on topics, which does not yield the same depth as one-on-one interviews. Additionally, participants may have felt discomfort with vulnerability and sharing experiences outside of the group norm, which may have contributed to a false consensus. Another limitation of our study is the use of cross-sectional data as correlation does not equal causation.
  

conclusion

• Youth from historically underserved communities have awareness regarding the systemic barriers that have contributed to challenges in DC. Meaningfully engaging youth in political education and civic leadership presents opportunities for youth to share their perspectives and identify solutions to enhance their environments. Thus, youth engagement and empowerment is a key factor for individual youth resilience, positive youth development and most importantly, a catalyst for systemic change. Importantly, Black DC youth should be more respectfully acknowledged and positioned as contributors to youth development and social change.
  

• Improving health, development, and wellness outcomes for Black youth is a shared responsibility across all systems and sectors. Our research amplifies the voices of Black Swan Academy youth leaders to support Black youth in their pursuit of the highest quality of life and freedoms they deserve.
  

Work Order Integrity Amendment Act of 2023

This bill would require the Department of General Services Facilities Management division receive ​affirmative approval from a school-level staff member before marking maintenance or repair requests as ​complete in the Department’s internal work order system.

Financial Literacy Education in Schools Amendment Act of 2023

This bill establishes a financial literacy education program.

School Safety Enhancement Amendment Act of 2023

This bill enhances school safety in the District of Columbia by providing District schools with new full28 ​time school safety staff; supporting that staff with appropriate training to prevent and respond to ​safety incidents; and improving the ability of schools and child education centers to receive timely ​information about ongoing emergencies from law enforcement and emergency response agencies.

Fairness in Renting Clarification Amendment Act of 2023

This bill says landlords may not charge over a certain amount for fees associated with processing ​applications for rental housing and raises the notice period for rent increases from 30 days to 60 days. ​It retains the landlord’s ability to withhold a security deposit for the replacement value of items a ​tenant may have damaged during their lease but prohibits charging new or departing tenants with fees ​associated with maintaining the implied warranty of habitability in a unit.

Neighborhood Engagement Achieves Results Act of 2015

This law establishes the Office of Neighborhood Safety and Engagement (ONSE) to engage individuals with ​a high risk of participating in, or being a victim of, violent criminal activity. It establishes an Office ​of Violence Prevention and Health Equity within the Department of Health, and establishes within the ​Metropolitan Police Department, a Community Crime Prevention Team Program to reduce crime and ​increase access to social services. It requires the ONSE to conduct data collection and analysis on ​outcomes and report them annually to the Council. It places social workers in MPD and requires MPD to ​include training on preventing biased-based policing, and the unlawful use of force. MPD is also required ​to collect stop and frisk data, use of force data, data regarding citizens complaints as well as in ​custody deaths. It expands certain personnel authority of the Chief of Police. It expands the rights of ​pretrial defendants and of misdemeanant inmates with regard to work, education release and good ​behavior.

Rent Stabilization Protection Amendment Act of 2023

This bill would require that the District of Columbia Housing Authority comply with rent stabilization ​laws when calculating the amount of rent paid by a tenant-based housing voucher.

Rapid Re-Housing Reform Amendment Act of 2023

This bill would prevent individuals and families from paying more than 30% of their income toward rent ​and also require the assessment of Rapid Re-Housing participants for the receipt of permanent housing ​vouchers. Among other things, it would establish eligibility and prioritization criteria for targeted ​Affordable Housing vouchers.

Expanding Student Access to Period Products Emergency Act of 2022

This act requires District of Columbia local education agencies, private schools, the University of the ​District of Columbia, private universities and colleges, and vocational schools to install and maintain ​dispensers or similar receptacles of free-for-use period products in women's and gender-neutral ​bathrooms, and the Office of the State Superintendent of Education to develop and implement health ​education standards on menstrual education designed for all students regardless of gender in District ​of Columbia Public Schools and District of Columbia Charter Schools beginning in grade 4.

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ACademy

o Welcome participants and introduce the purpose of the workshop.

o Provide an overview of the 2023 Black Youth Agenda and its four key areas:

Health & Mental Health, Childcare & Family Support, Housing & Financial

Stability, and Education & Community Support.

o Present participants with a series of realistic scenarios highlighting challenges faced by Black youth in the community.

• These scenarios should touch upon issues related to health, education, housing, and community support.
  

o Example scenario: "Jasmine is a 16-year-old high school student living in a low-income neighborhood.

She struggles with anxiety and depression but

lacks access to mental health resources at school or in her community."

Small Group Discussions

(20 minutes):

By engaging participants in scenario-based discussions and solution mapping, this interactive activity can help deepen their understanding of the Black Youth Agenda and inspire concrete actions to support the empowerment of Black youth in the community.

o Reconvene as a large group.

o Ask each group to share the solutions they developed for their assigned

scenarios.

o Write down key solutions on flipchart paper or a whiteboard, categorizing

them according to the four key areas of the agenda.

o Facilitate a discussion on how participants can take actionable steps to

implement the proposed solutions.

o Encourage participants to identify specific roles and responsibilities for

community members, organizations, and policymakers.

o Distribute sticky notes and pens, allowing participants to jot down

commitments or ideas for future action.

Action Planning

(15 minutes):

Conclusion

(10 minutes):