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The Pressure of Youth Activism Written By: Joseph Sweeney Publishing Date: August 22, 2022 The Electoral College is an integral part of how we elect our President, yet many Americans are not aware of how it came to be. According to the National Archives , the Electoral College was established as “a compromise between the election of a President by a vote in Congress and an election of the President by popular vote of qualified citizens.” It began during the Constitutional Convention of 1787 where delegates gathered from every state to discuss a better way to establish a more functional government than the Articles of Confederation. This led to two proposals: The Virginia Plan and New Jersey Plan. Virginia argued for three branches of government, as well as a bicameral legislature where a state’s representation would be proportional to its population. Whereas New Jersey argued to keep a unicameral legislature, where each state would get one representative regardless of population. States with higher populations favored the Virginia Plan, while smaller states preferred the New Jersey Plan. After an intense debate, the majority sided with Virginia, but the smaller states who opposed this plan threatened to withdraw from the union, which threatened to derail the ratification of the U.S. Constitution. To stop the Convention from spiraling out of control, Roger Sherman and Oliver Ellsworth put together the Connecticut Compromise , also known as –"The Great Compromise." This created two legislative bodies in Congress: The House of Representatives and the Senate. The number of members each state could have in the House would be based on each state’s population while in the Senate, each state would have two representatives regardless of population. The population and resulting congressional districts each state would have would be updated every ten years according to the national census. The number of electors each state has is the sum of its Congressional districts plus the number of senators. For instance, Colorado currently has been divided into seven congressional districts, and each state is granted two senators no matter what, giving Colorado a total of nine electors. Today, the Electoral College has 538 electors, with 270 being necessary to elect the President. However, back when there were only thirteen states the Electoral College had only sixty-nine electors with a minimum of thirty-five electoral votes needed to win the presidency. However, in the 18th century slavery was still legal in most of the states, and with the creation of The Great Compromise most states worried that slave-owning states would get increased influence and overwhelm the other smaller states that chose to ban it. This is apparent in the 1790 census where it showed Virginia’s total population had risen to 747,610 but 292,627 of its residents were slaves. Such states wanted to find a way to make use of their slave population to gain congressional representation in accordance with the state’s total population. Thus The 3/5th Compromise was established between the northern and southern Convention delegates as a way of determining how much the slave population would be represented as part of the state’s total population. For every five slaves in a state would then count as three free citizens to determine how many congressional districts each state would be allotted. Sources Brand, David. City Limits. May 25 2022. "'What Keeps Me Motivated Is Taking Action'—Panel Explores Pressures and Expectations Placed on Youth Climate Activists." citylimits.org. https://citylimits.org/2022/05/25/what-keeps-me-motivated-is-taking-action-panel-explores-pressures-and-expectations-placed-on-youth-climate-activists/ Graceffo, Loretta. Fair.org. "Media Must Stop Asking Youth Activists to ‘Save the World’" Jun. 19. 2021. https://fair.org/home/media-must-stop-asking-youth-activists-to-save-the-world/ Staufer, Rainsford. Teen Vogue. Mar. 21. 2021. “Young Activists” Label Can Be a Burden for Youth Organizers. https://www.teenvogue.com/story/young-activists-pressure-youth-label Previous Next

The conversation surrounding immigration in the United States has grown. Read how to add to the rise of youth activism. < Back Immigration The United States has a history of being known as a nation built by immigrants. Every year, one million people move to the U.S., making it the country with the most immigrants in the world. As a result, immigration has been a strong focal point for both public and political debate. The Migration Policy Institute reported that in 2019, 45 million immigrants lived in the U.S., accounting for 14 % of the U.S population. Furthermore, they also discovered that in 2016, 11.3 million undocumented immigrants were living in the U.S. However, the current immigration policy has been seen as inhumane, unfair, and lacking basic rights, and there is a huge need to fix our system. The last comprehensive legislation to make it through Congress was in 1986. Since then, no other immigration reform has made it that far. Immigrants need a more improved pathway to citizenship. It is necessary, more than ever, to stay informed and address the issues within our current immigration policy. There are many benefits of immigration; for example, they contribute to our communities with food and culture. They also fill and create jobs, significantly contributing to the economy. Updating the reform has been a tedious process, and millions of documented and undocumented immigrants living in the U.S. will be impacted by these decisions. We need to work towards creating an improved system that is fair, quicker, more efficient, and will protect those in need. In this way, immigrants may then become citizens and start contributing to the future of the U.S. OTHER TOPICS Labor Rights Medical Autonomy Mental Health Racial Justice Social Class Discrimination Voting Rights Climate Change Environmentalism Gender Equality What can I do about this? 1. Join in the immigration debate and advocate for a humane reform that will respect the rights on everyone. 2. Use your social media and educate those closest to you. Speak up about the thousands of families torn apart in detention centers, and about how America can start providing humane treatment to refugee children. USYF CONTENT An Interview with Edgar Lara from Sin Barreras by Melissa Ballard External Resources Previous Next

Impacts of Academic Rejection & How to Handle It Written By: Brianna H. Vanderstelt Publishing Date: June 2, 2023 Rejection stings. Whether social, romantic, or career-related - in all contexts, being rejected can be hurtful and sometimes lasting. Unfortunately, academic rejection is no different. One of the hardest lessons I’ve learned throughout my schooling is that I won’t always get what I want. In other words, there’s a genuine possibility of rejection with any risk I take. While all rejection can be upsetting, academic rejection often left me questioning my passion, career path, and who and what I wanted to be. It might also bring about emotions of inadequacy, confusion, anger, or jealousy. Halasyamani and Tolman (2018), members of the review board for articles submitted to the scientific journal Inorganic Chemistry , compare the feelings of rejection to the five stages of grief. Due to the impact academic rejection has on one’s self-esteem, confidence, and mental health, it’s worthwhile to share some of the difficult but essential lessons learned from facing rejection in the academic space. Academic success nor failure is correlated with your worth. Although rejection can often feel like a personal attack, it’s crucial to recognize that it never truly is. Numerous factors go into these decisions, some having nothing to do with the applicant. Sometimes, it can be as simple and petty as a committee member having a bad day. Rejection is an issue of fit. Related to the above point, rejection is not about you not being “good enough”; instead, it’s more about not being a good match for whatever it is you are applying for. Pre-established rules, values, missions, and even culture can tie into the decision-making process. Will you fit in with those around you? Do you fit in with the university's values, scholarship, team, etc.? Reframe the way you think about rejection. If rejection doesn’t define you and it’s an issue of fit, then it would make sense to not perceive rejection as failure. Instead, I advocate thinking of rejection as an opportunity. For instance, consider how you can now spend that time and effort you would’ve dedicated to whatever you tried out for. Perhaps you’ll be able to pay it elsewhere, gaining new experiences you wouldn’t have otherwise. It’s okay to sit with your feelings, but don’t dwell. As with all things in life, you’ll likely have a visceral reaction to academic rejection, especially if it was for something you wanted. As discussed by Nemours Kids Health Medical Experts (n.d.), you should acknowledge and take note of your feelings. Don’t ignore them, but don’t obsess over them, either. Finding coping mechanisms that work for you when those feelings come about will be beneficial. Be aware of your thoughts and correct or challenge the overly negative ones. Also explained by Nemours Kids Health Medical Experts (n.d.), you should consider how you think about rejection. Self-blaming or putting yourself down will only make you feel worse and prolong these negative emotions. For instance, instead of telling yourself, “I got rejected because I’m incompetent,” say, “I got rejected because it just wasn’t the right fit for me,” or “it wasn’t my time.” Everyone faces rejection. One of the adverse side effects of being in a space that praises and prides itself on success, such as academia, is that the misses and failures aren’t talked about. However, everyone faces academic rejection. When there are only so many opportunities or spots and numerous applicants, rejection is a guarantee in everyone’s academic career. While not an exhaustive list, these are some hard-earned lessons when faced with academic rejection. In the end, you may not be able to control rejection, but you can manage your response. Most importantly, don’t let the fear of rejection prevent you from trying. Avoiding academic rejection and not putting yourself out there may save your feelings, but it won’t bring success. Sources Halasyamani, P. S., & Tolman, W. B. (2018). The five stages of rejection. Inorganic Chemistry , 57 (9), 4789–4790. https://doi.org/10.1021/acs.inorgchem.8b00900 Nemours Kids Health Medical Experts (Ed). (n.d.). Rejection and how to handle it (for teens) . KidsHealth. https://kidshealth.org/en/teens/rejection.html Previous Next

How Education in America Evolved Written By: Carson Watkins Publishing Date: June 25, 2023 How Education in America Evolved According to The United States Department of Education, 91.1 Percent of Americans will receive a high school diploma, and 38 percent will attend college (Department of Education, 2022). But what the students learn has been a multi-century-long debate that has picked up in recent years. Public Schools operate with standards brought by the State Government. This seemingly inconspicuous policymaking has become a key talking point from the kitchen table to presidential candidates. Early America In early America, only ten percent of American children were in school. (Middlekauff, 1961, 78) However, early in the Revolutionary period, American schools started to take shape. The Upper East Coast began to invest in the education of youth. Founding Father Thomas Jefferson invested heavily in education. Jefferson laid a foundation for what Public Schools would become in the Virginia State Government. At the time, Jefferson's efforts failed to gain government support. (Altenbaugh, 1999, 192). The only children who were being educated were children with wealthy parents. With a growing sense of urgency to get legitimacy for the new land, state governments began to mandate that children be taught literacy. The way American history is taught to school children is at the forefront of the education debate, and the roots of this debate go back to the Revolutionary period. According to the University of Minnesota, “Textbooks were written to standardize spelling and pronunciation and to instill patriotism and religious beliefs in students. At the same time, these textbooks included negative stereotypes of Native Americans and certain immigrant groups.” Religion In Schools As education became widespread in America, religious groups wanted schools to teach religion. In the early 19th Protestants and Catholics' arguments over teaching religion in schools became deadly when violence erupted, causing catholic churches to be burned down. (Pew Research Center, 2019). Protestants had the support of government officials; in Massachusetts, the government required the Kings James version of the Holy Bible to be taught. (Altenbaugh,1999,41). Anti-Catholic sentiment would be brought into educational policy for the next century. Catholic schools began requesting federal funds for schooling. Protestants started to lobby for these funds not to be given, citing Catholic bigotry. The most prevalent voice in this movement was Paul Blanshard, who said in the magazine Nation, “Struggle between American democracy and the catholic hierarchy depends on the survival and expansion of public schools.” (Ravitch, 1983, P. 32). This statement would cause controversy. Still, in the backdrop, a string of decisions from the nation’s highest court would fundamentally shape education in the United States. Supreme Court changes Education In Illinois, public schools had a set time called “release time,” when students would get specialized schooling for religious teaching at certain times. Vashti McCollum, an atheist, sued, citing first amendment violations. In an eight-one decision, the court ruled that schools could not aid in religious teaching. (Ravitch, 1983, P. 32). Religious groups did get a small win in Zorach v. Clauson when the court ruled that students in the state of New York could get released to attend religious instruction if it was not on public property. (Zorach v. Clauson). Shortly after this, the religious movement would face another blow in the case of Engel V Vitale. According to court documents, schools in New York implemented voluntary prayer at school, and once again, a lawsuit was brought against the school board in New York. In an eight-one decision, the court ruled that sponsored prayer in schools is against the Constitution's First Amendment establishment clause. In the opinion of the court, Justice Black said, “The people's religions must not be subjected to government pressures for change each time a new political administration is elected. Under that Amendment's prohibition against governmental establishment of religion.” (Black, 1962). New Politics of Schooling In a new hyper-partisan America, classroom politics have been challenging, and some believe that their children are not receiving a proper education free of politics. This has led to grassroots organizing of “Parental Rights Groups” Across the United States, with groups of parents demanding more access to their children’s schooling and input on the curriculum. While parental rights groups are a relatively new phenome, the Supreme Court has made rulings in the past that parents have brought forth on behalf of their children. Joseph Griffith (2021) at the American Institute of Economic Research said, “The United States Supreme Court first upheld this right of parents in a series of landmark cases in the mid-1920s. In Meyer v. Nebraska (1925), the Court struck down a state law prohibiting instruction in German to students before the ninth grade; in the lesser-known decision of Farrington v. Tokushige (1927), the Court overturned a similar law in Hawaii that forbade instruction in Japanese. In Pierce v. Society of Sisters (1925), the Court struck down an Oregon law that effectively outlawed private schools.” (Griffith,2021) The new age of parental rights has drawn criticism for what some few as an extremism of policy making. During the Covid-19 pandemic, United States Attorney General Merrick Garland issued a statement declaring government action due to increased violent threats to teachers and other school administrators. (Garland, 2021, P.1). The most proviolent parental rights group right now is Moms for Liberty. Founded by two moms in Florida, the organization's mission statement states, “Moms for Liberty is dedicated to fighting for the survival of America by unifying, educating, and empowering parents to defend their parental rights at all levels of government.” They initially planned to focus on policies in Florida, but with backing from several political leaders, the group began to expand nationwide. This attention has brought criticism from civil rights groups. Recently, the Southern Poverty Law Center (2023) added the group to their hate map list, accusing the group of being anti-government and accusing schools of teaching woke ideology and sexualizing children. The founders of the group Tiffany Justice and Tina Descovich, fought back in the Wall Street Journal, saying, “The SPLC and its donors want the parental rights movement to end. They find it threatening that parents have become vocal and involved in the education system since the pandemic, and they want us to sit down and shut up.” (Justice, Descovich, Wall Street Journal, 2023). Groups on the left have risen, attempting to stop groups like Moms for Liberty by training and running candidates against the group’s candidates. In the Washington Post, Katie Paris of Red Wine and Blue said, “A big goal is to flip back seats that were won by extremists in 2021 just to stop the chaos.” (Harden, Washington Post). The Books That Are and Aren’t in The Library In 1977, the public school board investigated the school’s curriculum and library materials in Warsaw, Indiana. This review led to the dismissal of seven teachers, the removal of books from the library, and the ending of the school newspaper. (Reichman, 2001, P. 4). The calling to ban books from the library has increased in light of the prenatal rights movement. Parents believe that their children aren’t only given questionable material in the classroom but also material available in the library. However, some believe this is an attempt to ban books and censor new ideas from children. In the 1980s, the Supreme Court ruled against banning books in the school library in the Board of Education, Island Trees Union Free School District No. 26 v. Pico by Pico when students sued their school board, alleging violations of their first amendment rights. In a five to four decision, the court ruled in the student’s favor saying that schools violated the student's first amendment rights by banning these books. In a concurring opinion, Justice Blackmun (1982) states, “The Court, therefore, has acknowledged the force of the principle that schools, like other enterprises operated by the State, may not be run in such a manner as to "prescribe what shall be orthodox in politics, nationalism, religion, or other matters of opinion." Despite this ruling, the banning of books is on the rise. According to the American Library Association (2022), have been 1,269 demands to censor library books and resources in 2022. Opponents of the book ban say restricting access to these materials damages student education. Proponents of book bans argue over politics in the classroom. In the book The Language Police, Diane Ravitch says, “However, as I read current guidelines, it was clear that they went far beyond the original purpose of eliminating bias and had developed into an elaborate language code that bans many common words and expressions.” (Ravitch, 2003, P. 32) The Past, Present, and Future of History Education In his book “Battle for The American Mind,” Fox News Host Pete Hegseth (2022) says, “When I was in high school, the overwhelming historical ethos of the classroom was an example of Martin Luther King Junior. We all knew America had a past full of racial scars and other problems, but our modern responsibility was to fill the incomplete values of our founding.” (Hegseth, 2022, p. 35). This is the way many on the right believe how history education should be in American schools. The ways to teach American History have been one of the most significant debates in American education among groups such as Mom’s for Liberty, leaving teachers, administration, and textbook publishers in an uncomfortable limbo. While this is a prevalent issue, it is not a new one. After the Supreme Court ruling in Brown V Board of Education, desegregated schools, educators had to grapple with how to teach in multicultural classrooms. Donald Yacovone (2022) alleges that education pre- Brown was based on a white supremacist view of history. Textbook publishers had to grapple with these changes in the 1990’s drawing criticism for not presenting a both sides view of historical events. Ravitch (2003) Believes that students should read primary documents and use the textbook should be a reference guide. Interpretations of history will always spark debate, and that's why teachers, administrators, and textbook producers must include first-hand sources of history that allow students to draw their conclusions. Conclusion Every parent wants what’s best for their child, but parents will inevitably disagree on the topics that should be taught to students in a classroom setting. That is why it is crucial for schools to set an informative curriculum that informs students of the issues, the arguments and allows them to discuss with peers and parents and form their own opinions. Sources [Author removed at the request of original publisher]. (2016, April 8). 16.1 a brief history of education in the United States. Sociology. https://open.lib.umn.edu/sociology/chapter/16-1-a-brief-history-of-education-in-the-united-states/ Altenbaugh, R. (1999). Historical Dictionary of American Education. Greenwood Press Brown v. Board of Education of Topeka (1). (n.d.). Oyez. Retrieved June 15, 2023, from https://www.oyez.org/cases/1940-1955/347us483 Board of Education, Island Trees Union Free School District No. 26 v. Pico by Pico. (n.d.). Oyez. Retrieved June 15, 2023, from https://www.oyez.org/cases/1981/80-2043 Chen, G. (2022, March 7). A history of public schools. Public School Review. https://www.publicschoolreview.com/blog/a-history-of-public-schools Collis. (2023, May 19). 2022 book Ban Data. Advocacy, Legislation & Issues. https://www.ala.org/advocacy/bbooks/book-ban-data Corno, L. (2001). Education Across a Century: The Centennial Volume. The University Of Chicago Press Engel v. Vitale. (n.d.). Oyez. Retrieved June 15, 2023, from https://www.oyez.org/cases/1961/468 Federal Bureau of Investigations. (2022) PARTNERSHIP AMONG FEDERAL, STATE, LOCAL, TRIBAL, AND TERRITORIAL LAW ENFORCEMENT TO ADDRESS THREATS AGAINST SCHOOL ADMINISTRATORS, BOARD MEMBERS, TEACHERS, AND STAFF Griffith, J. (2021, November 11). The long history of parents’ rights. AIER. https://www.aier.org/article/the-long-history-of-parents-rights/?gclid=CjwKCAjwhJukBhBPEiwAniIcNazK30A9auh2z5oLUs7-dxhCF1UDj7TF2U1r14fmef6jWcq_jhea8RoCEowQAvD_BwE Harden, J. (2023, June 14). Liberals try to reclaim “parents” rights from Conservatives in Education. The Washington Post. https://www.washingtonpost.com/education/2023/06/12/progressive-education-activist-m4l/ Hegseth, P. (2022). Battle for the American Mind: Uprooting A Century of Miseducation. Broadside Books Illinois ex rel. McCollum v. Board of Ed. of School Dist. No. 71, Champaign County. (n.d.). Oyez. Retrieved June 15, 2023, from https://www.oyez.org/cases/1940-1955/333us203 Middlekauff, R. (1961). Education in Colonial America. Current History, 41(239), 5-8. https://doi.org/45310546 Mitchell, T. (2019, October 3). Religion in the public schools. Pew Research Center’s Religion & Public Life Project. https://www.pewresearch.org/religion/2019/10/03/religion-in-the-public-schools-2019-update/ National Center for Education Statistics. (n.d.). College Enrollment Rates. Coe - college enrollment rates. https://nces.ed.gov/programs/coe/indicator/cpb/college-enrollment-rate#:~:text=The%20college%20enrollment%20rate%20in,Alaska%20Native%20(28%20percent) . Ordoñez, F. (2023, June 8). Book bans are on the rise. Biden is naming a point person to address that. NPR. https://www.npr.org/2023/06/08/1180941627/biden-pride-month-book-bans Ravitch, D. (1983). The Troubled Crusade: American Education 1945-1980. Basic Books Ravitch, D. (2003). The Language Police: How Pressure Groups Restrict What Students Learn . Random House, INC Reichman, H. (2001) Censorship and Selection: Issues and Answers for Schools American Library Association Reisner, E. H., & Butts, R. F. (1936). History of American Education during the Colonial Period. Review of Educational Research, 6(4), 357-363. https://doi.org/1167454 Rooks, N. (2017) Cutting School: Privatization, Segregation, and the End of Public Education. The New Press Rury, A. (2002). Education and Social Change: Themes in the History of American Schooling. Lawrence Erlbaum Associates Shapiro, B (2004). Brainwashed: How Universities Indoctrinate Americans Youth . WND Books Southern Poverty Law Center. (n.d.). Moms for liberty. Southern Poverty Law Center. https://www.splcenter.org/fighting-hate/extremist-files/group/moms-liberty Yacovone, D (2022). Teaching White Supremacy: America’s Democratic Ordeal and the Forging of Our National Identity. Pantheon Books Previous Next

Many inequities in the United States are worsened by lack of access to affordable healthcare. Join other youth in acting today. < Back Healthcare Inequality Healthcare disparities are the differences in physical and mental health and the accessibility of affordable, quality healthcare that arise from broader social, economic, or environmental inequalities. For example, research shows that Black women are up to four times more likely than white women to die from a pregnancy-related cause. Additionally, in 2017, 10% of Hispanics reported having fair or poor health compared with 8.3% of non-Hispanic whites. Also, members of the LGBTQ+ community are 11% more likely to experience psychological distress. And finally, across all states, 5.1% of — or 3.9 million — students don't have health insurance coverage. Thus, it is pivotal to push for legislation that decreases healthcare costs across the country, improves general healthcare quality (especially in rural, urban, and low-income areas), and eventually achieves universal health insurance coverage. OTHER TOPICS LGBTQI+ Rights Labor Rights Medical Autonomy Mental Health Racial Justice Social Class Discrimination Voting Rights Climate Change Environmentalism What can I do about this? 1. We need to improve access to care by pushing for legislation that decrease healthcare costs around the country. Stay alert, and educated, so that we can help pass legislation that will improve the overall quality of healthcare and patient outcomes. 2. Fight for legislation that help cover those that are without health insurance. A lack of health insurance coverage is associated with high mortality rates. So, first step to universal health insurance is to provide coverage to minorities and deprived families. USYF CONTENT How Healthcare Inequality Affects Young Minorities by Areionna Anthony External Resources Restrictions on Disability Aid (And The Case For Removing Them) by Joseph Sweeney Previous Next

Legislation continues to creates gender bias In the United States. Learn what youth can do to improve gender equality. < Back Gender Equality Gender equality is a matter of social justice as it allows equal access to rights, resources, and opportunities. It is a condition of development and a matter of peace and sustainability. Countless women in regions all around the world face challenges and violence from extremist groups. They deal with numerous threats each day and these limitations weaken the concept of gender equality. Examples of these struggles can be seen with the influx of Syrian refugees. Women and girls from these refugee groups tend to face more violence and sexual explotation compared to men. Around the globe, women form a majority of those living in poverty as they have less power and influence compared to their male peers. When it comes to government, women make up less than 24% of the world parliamentarians. Compared to men, women are also paid 24% less than men for comparable work, across all regions and sectors. 153 countries have laws that discriminate against women economically, this includes 18 countries that state husbands can legally stop their wives from working. The United Nations Entity for Gender Equality and the Empowerment of Women has outlined in the 2030 Agenda for Sustainable Development that by 2030 all nations should make progress towards gender equality by promoting positive policy. This means appealing laws that inhibit the economic development of women and passing policies that improve their ability to move freely. Women should be allowed to make decisions about their bodies and health. These changes also need to be made in the private sector by providing equal pay for all women and men. Unions must take action to improve gender equality by fighting for gender parity in the workplace. Men can support these initiatives by ending violence towards women and supporting successful prosecution of perpetrators. Male CEOs and Heads of State can fight for equal pay for their female counterparts. Trans and gender-diverse individuals also face tremendous violence and mistreatment throughout their lives. We must provide positive and equal environments for all genders when we discuss gender equality. Gender equality is necessary for a peaceful, prosperous, and sustainable future. We have made progress in the last decades but a number of challenges still remain. OTHER TOPICS Immigration LGBTQI+ Rights Labor Rights Medical Autonomy Mental Health Racial Justice Social Class Discrimination Voting Rights Climate Change What can I do about this? 1. One way in which you can promote gender equality in the workplace is by being transparent about wages. Have an open discussion with others concerning wages, to ensure women aren’t receiving less than men in the same roles. 2. Women have less political power than men. Try voting for more women so that they can have access to political position. By having an equal presence of women in politics or leadership positions, the interests and values of women will be better represented on a political level. USYF CONTENT Sexism — Civil Rights Act and Harassment by Laura Ruzicka External Resources Sexism — Career Advancement & Financial Stability by Laura Ruzicka Equality Act — What It Is And The Current Status by Tatiana Pagan Previous Next

Pride Month During Covid-19 Written By: Tatiana Pagan Publishing Date: August 1, 2021 COVID-19 has had a profound impact on social gatherings. In 2020 alone: weddings were postponed or canceled; schools went to remote learning, which led to the cancellation of many after-school clubs and events, and many yearly parades were postponed indefinitely. Pride events were not immune to the effects of the pandemic. Social distancing, travel restrictions, and limited gathering capacities made most Pride events impossible. San Francisco’s decision to cancel their 2020 Pride parade was, as stated in an article by The Guardian, “the first time since it began that there [was] no march along the city’s Market Street.” This was a particular blow for the LGBTQ community, as 2020 marked the 50th anniversary of the event. Boston, Toronto, and New York City were also among the list of places cancelling Pride events that year. While some Pride events are still being held virtually in 2021, there are a number of in-person events taking place, namely NYC pride, which will be held with health and safety guidelines in place. While things appear to be looking up in 2021, there is still the question of COVID-19’s impact on LGBTQ youth based on the postponement of Pride Events. To understand the impact of these event changes on LGBTQ youth, we first should look at the issues that impact the community. First, LGBTQ youth face a number of challenges regarding their mental health, as they are at a higher risk for depression, anxiety, and suicidality (Russell & Fish, 2016). Over the years, resources have been introduced to help mitigate this, such as Gender and Sexualities Alliances (GSAs) and counseling at schools. These resources have proven to be vital in many cases since “school can [...] offer access to an LGBTQ community [...] where they can feel empowered, socialize, and receive support.” For some LGBTQ youth, school may be the only source of support and community they experience. Because of this, school closures have added yet another stressor for LGBTQ youth during the pandemic. According to The Trevor Project’s National Survey on LGBTQ Youth Mental Health for 2021, “More than 80% of LGBTQ youth stated that COVID-19 made their living situation more stressful — and only 1 in 3 LGBTQ youth found their home to be LGBTQ-affirming.” With only a third of LGBTQ youth living in LGBTQ-affirming households, many others in the community have been left feeling isolated due to COVID-19. School closures and virtual learning have left LGBTQ students without the vital support systems they need. The cancellation of GSA meetings and Pride events has exacerbated the issue. The lack of accessible support is not the only issue to come out of the pandemic. So far, in 2021, over 250 anti-LGBTQ bills have been introduced in state legislatures throughout the United States. These bills would impact students’ ability to use restrooms and locker rooms that are consistent with their gender identity, forbid the discussion of LGBTQ people, sexuality, and/or gender in the classroom, and prohibit transgender youth from being able to access gender-affirming medical care. Legislators across the United States have worked to pass these bills, while LGBTQ youth have been at a loss as to how to engage in further activism due to a lack of in-person events. But not all is lost. The Equality Act, which was passed in the House of Representatives in February of 2021, “prohibits discrimination based on sex, sexual orientation, and gender identity in areas including public accommodations and facilities, education, federal funding, employment, housing, credit, and the jury system.” While the bill was discussed in a Senate Judiciary Committee hearing back in March, it has not been said when the legislation will be voted on. A total of 60 votes will be needed for the bill to pass in the Senate. It is important that supporters reach out to their representatives to support the bill. Details on how to reach your senator -- by mail, email, or telephone -- can be found on the United States Senate’s website. The following websites are offering a variety of resources and events that can be accessed online: 1. Arcus Foundation: The Arcus Foundation offers a variety of LGBTQ resources to help LGBTQ advocates during the pandemic. 2. Eventbrite: This website has a series of virtual Pride events taking place throughout the month of June. 3. Q Chat Space: Chat support group for LGBTQ youth from ages 13 to 19. Other suggestions on how to help LGBTQ youth during this time are: reading LGBTQ literature, supporting LGBTQ-run businesses, and staying up to date on the latest surveys and research by foundations like The Trevor Project, Gay, Lesbian & Straight Education Network (GLSEN), and The Equity Project. COVID-19 has made navigating life difficult for a large percentage of LGBTQ youths. Despite this, the community has found unique ways to engage in activism via the internet. Virtual events on Eventbrite and social spaces in Q Chat Space have rebuilt the sense of belonging that was lost during the pandemic. Groups like the Arcus Foundation are a reminder that activism is still alive and well even from home. These resources will make it easier for LGBTQ youth and allies to educate themselves while also advocating for change. The pandemic has led to plenty of social distancing, but it has not diminished the LGBTQ community’s commitment to lasting change. Sources Paul, Kari. (2020, April 14) San Francisco cancels 50th anniversary LGBTQ+ Pride parade amid pandemic. The Guardian. https://www.theguardian.com/world/2020/apr/14/san-francisco-pride- parade-cancelled-lgbt-coronavirus The Trevor Project. (2020, April 3). Implications of COVID-19 for LGBTQ Youth Mental Health and Suicide Prevention. https://www.thetrevorproject.org/2020/04/03/implications-of-covid-19-for-lgbtq-youth- mental-health-and-suicide-prevention/ The Trevor Project. (2021). National Survey on LGBTQ Youth Mental Health 2021. https://www.thetrevorproject.org/survey-2021/ Ronan, Wyatt. (2021, April 22). 2021 Slated to Become Worst year for LGBTQ State Legislative Attacks as Unprecedented Number of States Poised to Enact Record-Shattering Number of Anti-LGBT Measures into Law. Human Rights Campaign. https://www.hrc.org/press-releases/2021-slated- to-become-worst-year-for-lgbtq-state-legislative-attacks United States Congress. (2021, February 2021). H.R.5 – Equality Act. Congress.gov https://www.congress.gov/bill/117th-congress/house-bill/5 Quinlan, Casey. (2021, June 22). LGBTQ groups say ‘America is ready’ for the Equality Act. The American Independent. https://americanindependent.com/lgbtq-groups-civil-rights-transgender-americans- equality-act-congress-state-legislatures-sports-bathroom-ban/ United States Senate. (2021). Contracting the Senate. Senate.gov. https://www.senate.gov/general/contacting.htm Arcus Foundation. (2020, May 1) Resources for LGBTQ Communities and Advocates Navigating COVID-19. https://www.arcusfoundation.org/blog/social-justice-lgbt/resources-for-lgbtq- communities-and-advocates-navigating-covid-19/ Eventbrite. (2021). Pride. https://www.eventbrite.com/d/online/pride/ https://www.qchatspace.org/ Previous Next

How is mental health impacting youth in the United States? End the stigma by continuing the dialogue surrounding mental health. < Back Mental Health There is an ever-increasing need for mental health intervention in the United States. According to Mental Health America, 15.08% of youth in the U.S. experienced a major depressive episode in the past year. Equally concerning is that suicide has become the second leading cause of death in individuals aged 10-34. While the discussion of mental health has become more widespread, the stigma surrounding mental illness is still prevalent. In fact, these stigmas will cause individuals to delay or avoid treatment altogether. Mental health stigmas have other impacts including work discrimination, social isolation, and inadequate coverage for mental health treatment. We must continue the dialogue surrounding mental health in every age group, including youth. Early intervention, when combined with compassionate dialogue and adequate access to treatment, will lead to a greater support for American youth dealing with mental illness. This will improve the quality of life for youth in the U.S. OTHER TOPICS Social Class Discrimination Voting Rights Climate Change Environmentalism Gender Equality Healthcare Inequality Immigration LGBTQI+ Rights Labor Rights What can I do about this? 1. Be conscious of the language used when discussing mental health. What words or phrases are you or others using that perpetuate negative stereotypes? Consider and point out how these stigmas appear in media including television, film, and news outlets. 2. Familiarize yourself and support organizations like NAMI, Bring Change to Mind, and Stamp Out Stigma. These organizations, along with others, are working to open an honest dialogue about mental illness, while also providing resources for youth, caregivers, and activists. USYF CONTENT External Resources National Alliance on Mental Illness National Institute of Mental Health National Coalition for Mental Health Recovery American Foundation for Suicide Prevention Previous Next

< Back Electoral College: How It Works Written By: Laura Ruzicka Publishing Date: August 27, 2022 Currently The Electoral College has 538 Electors with 270 needed to win the presidency and vice presidency. A mere 270 votes are all it takes to determine who will lead the nation for the next four years, not the popular vote but a simple 270 Electoral votes. Our Founding Fathers established The Electoral College as a fundamental process in how the nation elects the President and Vice President. Yet, many are unaware of how the process works and how one becomes an Elector. The rules governing the selection of Electors have changed over the years. Originally, selecting Electors was left up to the State Legislatures. Some would appoint Electors before the deadline, while others chose to let their citizens decide. The Founding Fathers stipulated within the Constitution that an Elector must not be a Senator, Representative, or Person holding an Office of Trust. In addition, state officials that have engaged in any kind of insurrection or rebellion against The United States are prohibited from being an Elector. Nowadays, political parties play a huge role in picking Electors to serve in the Electoral process for the upcoming elections. Nowadays, the most common way to get Electors is through a State’s Convention, or through a State’s Party Central Committee. Depending on the state you reside in, each state organizes a statewide party convention where they nominate a slate of Electors and then vote at that event. All the Electors in each state must be appointed by Election Day in November. Then after the General Election the Governor of each state prepares the Certificates of Ascertainment, that list the Electors that have been chosen from each state. After that, in December the Electors finally meet in their own States’ Capitol representing their state in a politically unbiased manner where they will cast their Electoral vote according to who wins the popular vote with the exception of Maine and Nebraska who decide to split their electoral votes amongst the two candidates . However, if any of the Electors are unable to perform these duties on the day of the meeting as a back up the state will pick an alternate Elector that will . During this meeting is where the Electors will prepare the Certificate of Vote to cast in for President and Vice President. When preparing the Certificates Federal Law requires that the Certificate of Vote and Certificate of Ascertainment meet a set of requirements in order to be fully processed. To see these requirements you can visit The National Archives. Afterwards, states send one pair of the certificates to the president of the senate, two pairs to the archivist, two pairs to the secretary of the state you reside in, and one pair to the Chief Judge of the Federal District Courts in the state where your Electors met. When the certificates of vote and ascertainment have been properly delivered to these federal and state officials the state’s Electoral College duties are complete. Sources Pruitt, S. (2020, October 21). “How Are Electoral College Electors Chosen?” History.com. A&E Television Networks , LLC .https://www.history.com/news/electors-chosen-electoral-college National Archives and Records Administration. (2019, December 23). “Roles and Responsibilities.” National Archives and Records Administration. https://www.archives.gov/electoral-college/roles Funakoshi, M., Foo, W., Wolfe, J. (2020, October, 16).“How the Electoral College works” Reuters.com. https://graphics.reuters.com/USA-ELECTION/ELECTORAL-COLLEGE/qzjpqaeqapx/ Lau, T. (2021, February, 17). “The Electoral College, Explained” BrennanCenter.org. Brennan Center for Justice at NYU Law. https://www.brennancenter.org/our-work/research-reports/electoral-college-explained Previous Next

What should you know about labor rights, and how is it affecting youth in the United States? Encourage policy change today. < Back Labor Rights There is no strict definition of workers’ rights. The International Labor Organization (ILO) states that “fundamental principles and rights at work” should be respected by all ILO Members. Those rights include: freedom of association and the effective recognition of the right to collective bargaining; elimination of all forms of forced or compulsory labor; effective abolition of child labor; and elimination of discrimination in respect of employment and occupation. The ILO supervises the application of these rights. The ILO also looks at other areas of work such as wages, safety, and hours of work. The United States considers minimum wages and occupational safety as internationally recognized labor rights. There have been some acts passed to protect the rights of workers in their respective fields. The Fair Labor Standards Act specifically establishes a minimum wage, record keeping, and child labor standards for workers. The act affects workers in the private sector and in federal, state, and local governments. The National Labor Relations Act allows workers to join together and improve their working conditions, with or without unions. Employees have the right to form a union if no other exists and they can even decertify a union that has lost the support of the employees. The United States is currently experiencing a labor shortage. The tight labor market is pushing employers to increase wages. Unionized workers are using their collective power to demand better work. The Economic Policy Institute found that net productivity has grown by 62 percent over the past four decades but the average hourly pay for a labor worker increased by only 17.5 percent. The recent Infrastructure Investment and Jobs Act is supposed to improve job quality by improving wages and benefits. OTHER TOPICS Mental Health Racial Justice Social Class Discrimination Voting Rights Climate Change Environmentalism Gender Equality Healthcare Inequality Immigration What can I do about this? 1. Take action to enforce workplace standards like minimum wage, overtime, and sick leave by encouraging policymakers to increase funding for state and local labor agencies that investigate and enforce labor laws. 2. Know your worker/labor rights so that you can report any violations. Also protect others that speak up about their violations so that they may not face any retaliation from their employers. USYF CONTENT Minimum Wage — The Effects on Youth by Joseph Sweeney External Resources Summer Employment — Student to Employee by Summer Clevenger Previous Next

An Interview with USYF founder Melissa Ballard and Delaney Reynolds from the Sink or Swim Project < Back An Interview with USYF founder Melissa Ballard and Delaney Reynolds from the Sink or Swim Project Publishing Date: December 7, 2021 Interviewee Name: Delaney Reynolds, Founder - Sink or Swim Project Interviewer Name: Melissa Ballard, Founder - United States Youth Forum Transcriber: Michelle Blakeslee, Programs Assistant - United States Youth Forum Date: 9 November 2021 List of Acronyms: MB - Melissa Ballard; DR - Delaney Reynolds Keywords: climate, climate change, climate policy, solar power, solar law, Florida, California, youth, climate activists, youth activists [Intro] MB: Delaney Reynolds is the founder and CEO of the Sink or Swim Project and its popular website www.miamisearise.com. She is the author and illustrator of 3 children's books, as well as a comic book, on ecology topics. She also serves on the Youth Leadership Council of EarthEcho International, is an Ambassador for Dream In Green, and a member of the CLEO Institute's Leadership Circle, as well as the Miami-Dade County Rockefeller Foundation 100 Resilient Cities Steering Committee. Delaney has also been honored with numerous awards including the inaugural National Geographic Teen Service Award, the Miami Herald's Silver Knight Award for Social Science, and the University of Rochester George Eastman Young Leader's Award, among others. MB: Delaney, I just want to welcome you to our interview today and I really appreciate you being willing to talk about the Sink or Swim Project and some of the other work that you’re active on and doing. I really appreciate it. DR: Yeah of course! Thank you so much for having me. It’s my honor. MB: Yeah. ( laughing ) Well, I thought we could start fairly easy with you just explaining the Sink or Swim Project in kind of your own terms and any other projects or initiatives that the Sink or Swim Project supports. DR: Sure. So the Sink or Swim Project is a non-profit organization that I founded when I was about 14 years old and it has two main goals. So the first one is just quite simply educating as many people as possible about climate change and the science, the risks that we face, how it’s currently impacting us, what future impacts will be, as it continues to worsen, and then of course most importantly what we can do to help solve it. When I give presentations and stuff like that I like to focus on kids and youth groups ‘cause I truly believe that climate change is the most significant issue that the youth generations of today will ever face and I think that how we actually go about solving it will define our time here on this planet. So while I do presentations to all ages - adult groups, college students - I really like to talk with kids. And then the second portion of the Sink or Swim Project is political advocacy - so working with politicians from all over the world but of course specifically here in south Florida where I’m from and where I kind of work out of to try and implement different solutions that will help us adapt to and mitigate the effects of climate change as well as reduce fossil fuels and carbon emissions which is, as most of us know, the cause of climate change. So those are kinda the goals of the Sink or Swim Project and the way that it kind of came about is I was born in Miami, Florida - a very cosmopolitan city here in south Florida, millions of people - but as I was growing up I grew up part time in the Florida Keys in a completely solar-powered home. A very small island called No Name Key; there’s only 40 houses on the island and they’re all solar-powered actually and it’s in the middle of two wildlife refuges so it’s a very special and protected place and because of that I grew up loving nature, loving the ocean, loving snorkeling, fishing, anything having to do with that kind of stuff. And I also grew up learning about sustainability and its benefit not only to our environment, but us as humans - to our pocketbooks, to us as a society. So I always knew I was going to be involved with the environment and study marine science in some capacity. But it was actually in-between elementary and middle school that I was writing some children’s books that- that’s actually where I first learned about climate change. So it was never in a classroom setting, it was on my own time as a 7-8 year old at first and then I started to learn more about it as I grew up. Around 13 I decided I wanted to write my fourth book about climate change and sea-level rise. So I, on my own volition, started to interview scientists to learn about the science. I interviewed homeowners and business owners to learn how they were being impacted by climate change so I could tell their story and show other people what it’s like to live with the impacts of flooding in south Florida. And I also started to interview politicians to learn what they were doing in south Florida - if anything - to address the issue. And it was then that I realized - like I kinda came to an epiphany - that if I learned about climate change, and I found it to be such a scary topic, outside of a classroom setting that there was a really good chance that other students my age - older, younger - didn’t know about it either. I started to create a website; I started to post blogs about climate change. And then I started to curate these powerpoint presentations and from there I reached out to schools asking if I could give lectures to their science classes and things like that. Eventually, I stopped reaching out and people started reaching out to me and I created or I turned it into a non-profit organization and I got into politics and from there it’s taken on a life of its own. MB: Mhm. Yeah so, I want to kinda talk about all aspects of what you just [explained]. But let me really quickly focus on the author part because you’re an accomplished author now, having published four books and you have your blog posts that you do. So, is writing a particular passion for you and what kind of process do you have when you are writing - for example your blog posts which can be quite detailed? DR: Yeah, I love writing. Like you said, it’s something that I do often with my blog. I try to put out at least one blog a month but that’s been hard with undergraduate and now graduate school it’s becoming even harder. So I’m trying but yeah. I love writing and my process for that is kind of first and foremost coming up with the idea for a blog. I don’t really plan any of it out, I’ll just read an article and form an opinion on it or see some new science that’s been published and think “Ooh I want to share this!” or just an update on some of the political stuff that I’ve been working on or just share literally anything about what I’m doing that I think would be important for other people to know or something that I think other people might be remotely interested in. So once I get an idea then I just kinda put my fingers on the keyboard and see what I can come up with on a whim and if I need to do more background research I will do that as I go, kinda as I come up with things that I want to write about. Then I always make sure that I have some sort of visual - whether that’s a picture or a video - because I think that that’s kind of more attention-grabbing than just blocks of text. So, that’s pretty much it. It’s pretty simple. I just kinda get an idea and run with it. MB: Mhm, ok, and in the research process behind the blog posts, do you do pretty much like, I suppose, any research paper that you’re doing in school - is it like a similar process for that? DR: Yeah, definitely. It’s very similar to just a regular school research paper. The most important thing to me when I’m doing research of any kind - whether it’s for a blog or a presentation or anything else in life - it’s super important to me that my resources and the things that I’m finding and writing about are credible. Most of the science that I will cite is from NASA, it’s from the Union of Concerned Scientists, it’s from the Intergovernmental Panel on Climate Change, so national and international organizations that are full of scientists who are dedicating their life to studying climate change because I want to make sure that what I am citing is fact; that what they are finding is showing itself to be true. I don’t want to present anything that may mislead people or be a conspiracy theory or anything like that. I want what I post to be a majority consensus. I think that that’s really important because there is so much misinformation out there in the world about climate change. So that’s the most important thing to me when I’m doing background research is making sure that the source that I’m getting this information from whether it’s science or just an opinion - wherever that opinion is based from - is credible. MB: I think that’s a process that every writer or author should use - that the sources they’re using are people who are informed about the process or the information comes from credible sources, or like you said, from a majority consensus, because sometimes that’s the best we can do. Take from what a majority of the experts say and work from there. So, going to some of the political advocacy work that the Sink or Swim Project has done - and you as well. I want to go to when, in 2017, South Miami passed an ordinance - and it was Florida’s first, I’m not sure, it was already implemented in California, is that correct? DR: Yes MB: But it was Florida’s first ordinance that would require new homes to include rooftop solar installations and you were a big inspiration behind that ordinance. In fact, you wrote to half a dozen mayors about the ordinance and urged them to support it. Can you tell me [us] a little bit more about why you decided to write this ordinance and what the journey was from writing that ordinance, or doing the research behind the ordinance, to getting it passed? I imagine it was a long process and a lot of work. DR: ( laughing ). Yeah, it was a long process. But, it started with inspiration from California. I read an article about the laws there. They have three different cities with existing solar laws, one of them being San Francisco which is one of the major cities in California. I thought that that would be a really cool idea here in Florida because we’re known as the Sunshine State first and foremost, so it makes sense, and also because we just need more renewable energy everywhere. I thought that this was a great way to make that happen. So, like you said, I wrote a letter to about a dozen mayors, that’s how I started. Just kind of gauging interest, see if anyone would respond - if anyone would be interested in doing something similar and the mayor of South Miami, Philip Stoddard, was the first to respond. He was super enthusiastic about the idea. He loved it, but he had one condition and that was that I help him write it. Now, at this point in my life I’m 15 years old, I have no idea - I really don’t know anything about the law, I don’t- I definitely don’t know how to write it. So, um, I was like “Sure, sure, I’ll help”. So he and I just started off, we spent hours together going through the California codes and seeing what their contingencies were. Then we went through South Miami’s codes and we had to make sure that whatever law we were proposing didn’t impose upon pre-existing laws. So there was a lot of changing and molding and working around different things and making sure that there were, you know, ways out of it in case solar wasn’t the right fit for your home because of tree canopy - we didn’t want people cutting down trees just to install solar, stuff like that. There was a lot of background research and taking certain things into account that went into it. After about a year we had our first draft. I went in front of the mayor and the commission and I spoke on behalf of the law and they passed it unanimously that night with some revisions. There were about two or three revision meetings after that and at the last one they passed it 4-1. So it made South Miami the first city in Florida and Florida the second state in the United States to have a solar power law. And what it says is that any existing home that if you build a renovation that extends that home by 75% of its size you have to install a solar system of maximum possible size on that roof, or if you are building a brand new home from scratch you also have to put a solar system on that roof of maximum size in the city of South Miami. The city of South Miami is small, it’s not very big; there’s not a lot of people building new houses or doing renovations - but it’s more so the idea of it. And if cities all over the state of Florida were to do something similar then we could make a huge impact as a state. Scientists predict that 50 percent - half - of Florida’s energy needs could come from the Sun by 2045 if we were to get real serious about solar power. So that’s [in] our lifetimes. And there’s no reason why we shouldn’t do that. So this is kind of like the first step to hopefully achieving that and I’ve had a lot of other cities and counties reach out to me with interest in doing something similar. The city Orlando - or, not the city, but - Orlando reached out to me with interest in doing something similar. St. Petersburg was this close to achieving it and then they had an election that kind of messed it up, but they’re revisiting it now which is awesome. And I’ve had other countries reach out to me as well. I’ve had people from Canada and India ask me about it and ask how they could do something similar. It’s been really cool and I’m really proud of it. MB: Mhm. It’s not a story you hear about every day where a young person took such an initiative to go ahead and write an ordinance and [create a] partnership with the mayor of their town. Do you see that though as a model young people can follow? That they can see an issue that they’re passionate about and bring it to the attention of the local officials and actually work directly with them on this type of project. DR: Absolutely, 100 percent. So while I am really proud of writing the ordinance and getting it passed, I think the biggest takeaway from it for me was the fact that youth can get heavily involved in politics. You can write a law in your local city and work towards getting it passed and ultimately get it passed no matter how old or how young you are. I was 15-16-17 when I was working on this law. I couldn’t vote yet. So that shows you that even if you don’t yet have a vote in your city/state/country, then you can still have a voice and make an impact in your community. I think that that is the perfect example of that and whenever I talk about the solar law it’s not to say “Hey! I wrote a solar law” it’s to say “Hey! You can do it too!” And if you want to, I already have the materials to do it. Send me an email, I will give you the letter I wrote. I will give you the law that we wrote. I will give you the speeches I gave in front of the commission. And like [I will] be involved as much as I can. I want to help. I want everywhere to incorporate solar power and renewable energy. So yeah, if you’re a youth and you’re out there and you’re listening to this or reading the transcription and you want to do this, please go for it! MB: Yeah. That’s exactly the message that I think the United States Youth Forum wants to get out there - is that youth can be directly involved in these types of issues and they don’t need to be- they don’t need to feel like because they lack a certain amount of experience that they can’t jump in. Taking a step like you did puts them actively - as an actor, as an active player - pushing forward on issues that really they care about and matters to them. DR: Right. MB: That’s really important for us. DR: Yes. MB: Yeah, so I’m very impressed by that and inspired. DR: Thank you. MB: So in March 2020 you were featured in a National Geographic article. It’s a very nice photo by the way. DR: ( laughing ) Thank you. MB: It’s a very nice photo. And it was about- the article was about young climate activists, some of whom have been activists for years, like yourself. You’ve been active for a long time on this issue. So I wanted to ask if you personally feel like there’s a lot of collaboration and communication within the climate movement. Do you personally communicate with fellow climate activists? [Do you] share best practices - for example, how to pass these types of ordinances? Do you think that the movement has been able to tap into the strength of having so much support amongst young people - it being such an important and urgent issue for many many young people? DR: Yes across the board. I do a lot of work with other youth here in south Florida and all over the world. I think it’s really important to work with others because climate change is such a big issue. None of us can solve it on our own; we’re gonna have to work together in order to implement the solutions that we truly need as a society. So the more numbers we have, the more we work together, the better. I’m involved with a lot of different organizations that all have youth councils or youth board members or stuff like that. There’s the CLEO institute who has a gen-CLEO group. Earth Echo International has a youth leadership council. I’m involved with an organization in New Mexico that works on educating students about climate change. I’ve worked with students in India, in Vietnam, in the United Kingdom - all over - on different climate change issues and topics. I do a lot of work like that. It’s super important. We often have really good conversations about what each of us is doing to solve climate change. And I think the most interesting ones are the ones that I have with those abroad because our societies are different in many aspects so it’s super interesting to hear how different people are approaching it across the world. And it’s also interesting to be able to draw from some of those ideas and try to use them in the different places that we live. But we’re seeing a lot of this youth support globally. A lot of it started with the Fridays Strike for our Future that Greta Thunberg kinda headed and started. We’ve seen millions of kids join together whether it’s in the streets to demand climate action or working behind the scenes after those strikes to ensure that their political leaders are listening. And that they’re following up on those strikes and making sure that political leaders are following through with those promises that they’re making as a result of them. I think that there’s been a real turning point in the future of climate change even in just the past couple years, regardless of COVID and especially because of Zoom we’re now a global community. And the fact that a couple of years ago youth were involved, but now we’re way more involved. We’re heavily involved. If you look at different postings or pictures from the COP26 conference that’s going on right now as we speak in Glasgow, there’s a lot of kids that are attending the conference which is super cool! Just a few years ago COP25, COP24 you didn’t see that happening. So now that’s actually super encouraging. We’re getting involved with the science. We’re getting involved in global decisions that our leaders are making. It’s super exciting. I think that we’re seeing a lot of changes and I think that because of it I have even more hope for the future. I think that, like I said earlier, the biggest issue the youth generation is gonna face and how we solve it will define our time here on this planet. I word that very carefully - how we solve it will define our time here on this planet. I think we are gonna solve it. We’re gonna be the ones who are going to do that. As soon as we can replace these political leaders who are deniers or who want nothing to do with climate change and we can start to implement the solutions ourselves, we’re going to. And we’re already seeing that happening. We’re fed up, we’re tired of the inaction. This is our future and we’re taking control of it. So it’s awesome. ( laughing ) MB: ( laughing ) Yeah I mean, this is exactly right though. I think that the power of the climate movement has been to show young people that they can be actively involved and make a real difference. I think it was for a long time that many young people felt really disconnected from their communities and politics simply because they've been told for a really long time that “It’s not your space.” And now they’re feeling like this is a space that we own. This is our space and we can advocate for a better future on our behalf and it’s activating, like you said, millions of young people around the world. It’s really powerful and it spills over into other areas as well. Many young people who became - who joined the climate movement - have also become active in other political areas. That’s the power of the climate movement that I personally have witnessed and am really excited to see. I share your enthusiasm for it. And I want to hone in a little bit on something you mentioned there about there being politicians who are, for example, climate deniers and there’s always opposition to these movements. There’s always - you’re always gonna come up against opposition. And for example, I’m sure you faced opposition when you were trying to pass the ordinance in South Miami. How do you address that opposition? How do you handle it personally? DR: The best way that I’ve found to face any sort of opposition no matter who or where it’s coming from is just through facts. Credible facts, credible sources - going back to that. Like you said, or like you guessed, I did face a lot of opposition with the solar ordinance. I directly had to speak against adults in the building industry and even our local power company. The building industry, real estate agents and stuff like that, they didn’t want the law to be passed because it was just another “burden” to them. They thought that it would reduce the price of homes that they were trying to sell and therefore they would get less income and they threw a fit over it. But the facts are...studies and scientists say that solar actually increases the value of a home when you’re trying to sell it. And more and more people are actually looking to buy homes with solar already installed on the roof. So, there are your facts that dispute their arguments. Our local power company - so here in south Florida it’s interesting because there’s only one, we only have one. Most places get to choose who their provider is but we have a sort of monopoly and they have fought solar power pretty much every step of the way. Whether it’s through the ordinance that I wrote or otherwise. They’ve posted amendments that they’ve tried to pass that would give them complete control of the solar industry in south Florida and basically put small business owners - solar business owners - out of business. Luckily the amendment wasn’t passed because we have awesome people who read the fine print and realized what their true intention was. But they also came out and spoke against me personally and the solar ordinance. Their arguments were even easier to overcome with facts. The biggest one that they cited is that the solar ordinance wouldn’t work in Florida like it does in California because the Sun in California is different. (laughs) Yeah. I mean any logical person hears that and laughs. It’s ridiculous. MB: ( laughing ) I mean I don’t know, I’m originally from Minnesota and I’m sure there’s so many people from Minnesota who are like “The Sun is different up here too!” You know? “It feels different” DR: (laughing) It might feel different, it’s a different climate. But the Sun is the Sun no matter where you are. You’re getting the same sunlight. You know, maybe his argument was in some places solar energy isn’t as productive but that’s just not the case in Florida. So anyways, but once again I just came back with arguments and basically cited the fact that they tried to pass this amendment so clearly they’re against the solar industry. They like to tout that they love solar. They like to tout how much solar they actually install. They run ads on TV and in the newspapers. But their own annual report says that they produce less than half of one percent of their energy from solar power. So it’s very clear that they’re not in favor of it. So, posting those facts, citing them - making sure you have reputable sources - super important when it comes to stuff like that. That’s a huge way that I’ve been able to overcome opposition. MB: Mhm. I imagine it’s also difficult occasionally when you’re hearing these arguments to keep a calm head and just, you know, “keep calm and carry on” as they would say in England. DR: It is. It is difficult sometimes but I just try to put myself in a sort of professional mindset and just keep composure and focus on what needs to be done. MB: Yeah that’s the best way to go about it. Yeah, exactly. I want to also ask, because you mentioned it earlier, if you have any thoughts about [COP26], on what’s happening over there right now. I know they’re currently still in talks I think until Friday [12 November 2021]. Any thoughts that you want to share about it? DR: Yeah. There’s been a lot of great first steps that have been taken. For example, India committed to net zero emissions. However, they committed to that by 2070. I wish that would’ve been an earlier date - maybe like 2045, 2040, 2030? Maybe? But it’s a first step so maybe they will speed that up. Other places like China and Saudi Arabia made the same- or similar promises but by 2060 so that’s a little better. And then there were, like, over 20 countries that said that they would slash methane use within the next 9 years - which is great. That’s awesome because methane is more potent than carbon dioxide when it comes to our climate change crisis. It’s just not as abundant, but it comes out of fracking rather than just burning fossil fuels from a car or factory. So even though it’s not as abundant the more we do it, the worse it is for our environment. They made renewable energies more accessible. A lot of smaller territories joined the agreement that weren't originally in it, so that’s awesome. And then they set a lot of biodiversity goals to protect 85% of the world’s forest by 2030 - a great goal. They set the largest ocean sanctuary ever created which is really cool. There’s a lot of really good things happening but they’re of course just first steps. If we really want to crack down on climate change then we just need to, quite simply, eliminate the use of fossil fuels and our carbon emissions. We need to transition our society from one based on these antiquated technologies to one based on renewable energies and we need to be doing it now - not by 2070. We need to do it like last year. But that’s okay, they’re working towards it. So, you know, it’s been a productive conference. President Biden was there whereas our previous president did not attend, so I guess that’s another good step. MB: Symbolic step, yeah DR: Hopefully we stay in that direction as a country. But a lot of good progress. MB: Let’s hope that President Biden can back that up with some climate change provisions passed in the - I think they’re calling it the Build Back Better bill. DR: Yeah, I’ll give it to him - he is trying, but it’s been difficult with a couple of the people in the house and the senate. MB: Yeah, it hasn’t been an easy process but it’ll be great to see that pass and it’ll be I think the biggest investment in climate change and renewable energy sources, and just in general the biggest [green] investment ever, which is fantastic and something that should have happened a long time ago I think. I don’t know, I think that the messaging is sometimes so wrong where people believe that climate change activists are always about trying to prevent people from doing things or saying “no, you can’t do that” or whatever. It’s not just that, it’s that we actually want a more technologically advanced society in general. More technologically advanced, cleaner. We want - we’re for something, we’re not always against something. DR: Right, exactly. MB: I think that’s a better way to look at it. We are for a greener, better future. And that transition to green investment is going to be so much better for everybody. Better for the economy, better for our health, better for the planet. It’s just all positive. You know? DR: Yes. Fingers crossed that something, at least some part of his plan can get passed. MB: Let’s hope. So, I kind of want to close with a question about you and how you - I think that [the] Miami Hurricane - let me quote this - the Miami Hurricane wrote this “Defending Florida from the effects of climate change is what Reynolds has classified as her lifelong goal since she was 8 years old.” So you’ve been in this fight for awhile and I wonder if there’s been moments where you’ve really struggled in that fight. Where you thought “this is too much” and if so, did you persevere through that? Or has it been a journey that you feel like has been one you’re proud of? DR: A little bit of both. I’m definitely 100 percent proud of everything that I have been able to accomplish. All the people that I’ve been able to work with and everything that I’ve been able to do in general, but there have been moments where it has been hard. You know, climate change is a huge issue. There’s a lot at stake. It’s not just sea level rise. And there are moments where I think to myself “am I not doing enough? Am I just focusing too narrowly on sea level rise? Do I need to be doing more on different issues? Do I need to be tackling things in different states and in different countries? Am I even going to be able to make a difference at all? Is what I’m doing important at all?” Because it’s a scary topic, you know? It’s daunting. There’s a lot at risk, there’s a lot at stake. I’m in the process of losing my most precious environment where I live, where I’ve lived my entire life, where I’ve grown up. So there are times when it gets really difficult for me to even think about what I’m doing and what my future could look like. Is it even worth it at times? But when I start to think so pessimistic-ly like that I try to draw myself out of that real quick and point myself more in the positive direction. I try to think about all the kids that I’ve worked with who are younger than me, who are the future after me. I think about the questions that they ask when it comes to solutions. A lot of adults don’t even ask about solutions. Most of the kids that I talk to do. I talk about how I get emails - or I try to think about how I will occasionally get emails from students who I spoke to months or years ago about updates on what they’ve done in their own communities or in their own school; how they were able to get a solar system installed in their school; or they’ve been working with their community to implement solutions; or they joined a climate organization. It’s the little victories like that where I realize that I’ve been able to inspire other people to get involved with climate change. And that’s the reason that I’m doing this. I’m educating people so that they learn more and they become involved because like I said earlier, this isn’t something that I can do alone. Because it is so big, maybe just focusing on solely sea level rise right now is the best way to approach that because I can get things done here at the local level. And then I can continue to the state level and then I can continue to the federal level but it takes baby steps and it takes a whole team. I try to think about that and I try to think about the fact that youth all over the world are getting more and more involved and that I really do think we have hope for our future and in solving this issue. So yes, it definitely does get hard but I try to pull myself out of that really quickly and stay optimistic. MB: Mhm. Focusing on the positive effects that have come out of this journey. Well thank you so much Delaney again for joining us and talking to us. We really appreciate it and I again appreciate all of the work that you’ve been doing. I want to affirm you in that work. It’s really fantastic. DR: Thank you, thank you so much for having me. Previous Next

Neurodiversity, and Why It Should Be Celebrated Written By: Areionna Anthony Publishing Date: April 29, 2022 Growing up, I watched my brother struggle. He was forgetful, he was easily distracted, and his grades suffered. His teachers thought that these were disciplinary problems, and for a long time, "has difficulty paying attention in class or needs to apply himself more" was written on his report cards. He felt bad that he couldn't remember to do things, that he couldn't focus the way other students could. When he was finally diagnosed with ADHD, he felt worse. But that's only half of the story; my brother is more than just his struggles. He's creative and talented, a musician that also expresses himself through art. He's becoming more comfortable with who he is every day and learning to embrace his neurodivergence in a world that stifles it. The problem is that we as a society haven't fully accepted this simple concept: no two brains are exactly alike. They aren't factory-produced according to specific instructions the way a car or computer is, and neurodiversity embraces the idea that our brain differences are normal rather than deficits. These differences, like our height or eye color, can't be changed, and we shouldn't want to change them. Rather, neurodivergence comes with benefits we should celebrate. ADHD, dyslexia, and autism are just a few examples of neurodivergence. What everyone knows is the challenges that come with these differences but we seldom discuss the advantages. For instance, people with ADHD tend to be more flexible and resilient , which often stems from them considering many options at once. This can mean they're less likely to become set on a single choice, and that leaves them open to different ideas and new courses of action. Due to their symptoms, kids with ADHD often have to figure out ways to adapt to their environments as well. This teaches them coping skills. Lito, an artist with ADHD, has also embraced his creativity, another frequent advantage of ADHD. On Instagram @lito_leafart, he posts images of the daily leaf cut-outs he creates, most depicting animals and what appear to be magical scenes. His cutouts are incredibly detailed and when explaining his art, he said, “I make positive use of my own ADHD biased concentration and commitment to create paper-cutting works using leaves.” The energy that someone with ADHD can have is valuable when they are doing something that they are passionate about or interested in, as they can become so motivated that it may be hard to distract them from their favorite activity. People with autism may also display a range of strengths that can be directly related to their diagnosis such as memory recall, visual learning, logical thinking, honesty, and learning to read at a very early age (known as hyperlexia). They too are capable of being extremely creative and innovative. A website dedicated to promoting neurodivergent artists is The Art of Autism , and one featured artist is Michael Worthington. He noticed loose change on the sidewalk and got the idea to incorporate loose pennies into his artwork, which brought about his Lucky Penny Paintings. In addition to The Art of Autism website, his work can also be viewed on Instagram @luckypennypaintings . When describing these paintings, he said, "You can cup the Lucky Penny Painting in two hands, much like a retablo, with the energy of the penny radiating outward. The painting reflects the location, history of the area, and my relationship to it." Worthington reflects on his mother telling him that he always “marched to a different drummer," and attributes this to some of his success in the arts, as he gave purpose to pennies most ignored by turning them into beautiful works of art. As I mentioned with my brother, however, where there is good, there are also challenges. Shawn Brown, a Ted Talk speaker who is an engineer and designer, also has dyslexia and experienced struggles in school. Instead of having trouble with reading or writing, he often struggled to remember long lists of information like mathematical formulas or facts and statistics. "When it came to my A-levels, I revised stupidly hard to try and remember as much information as possible. But when it came to some of my exams, I just sat there with my head in my hands, and I couldn't remember anything. I felt useless." Brown decided to focus on what he was good at— creating things, designing, and problem-solving. This paid off for him, as he created a road-legal solar-powered electric trike, and won the 2010 UK young engineer of the year. Though while Brown and many neurodivergent people will go on to do great things, struggles at school and in the workplace are all too common. This is no fault of theirs but an issue with how these systems are set up. We are more concerned with trying to conform neurodivergent people to neurotypical solutions rather than accommodating their differences. As was the case with my brother, children with ADHD can sometimes struggle in school due to a lack of focus. Their grades can suffer because of this or they are reported for bad behavior because of their inattention. They are sometimes written off as bad students instead of being allowed to learn their way. Children with dyslexia may have trouble with reading, writing, memorizing information, and even communicating verbally, which may also be dismissed by educators as a lack of skill or effort. Students with autism may require less sensory input in the learning environment and even individuals who can read benefit from visuals. Concrete wording and phrases also help them understand more than figurative language. Possible solutions to incorporate these students' needs would be educators adapting their teaching style, how they teach specific students, and checking in with them regularly. Another issue we must work on, in schools and outside it, is how we speak of neurodiversity. As I was researching for this article, I came across others that addressed neurodivergent peoples' differences as deficits, or stated that they were afflicted with their differences or a sufferer of them. The challenges of these differences are very real, and when I say to embrace the positives that doesn't mean ignoring the negatives. However, changing how we speak of neurodivergence will erase a lot of the stigma surrounding it and create a more inclusive space for neurodivergent people. This just doesn't end at talk, however. Action is important too. Psychologists, the education system, and the workplace need to be more accommodating. Psychologists who embrace neurodiversity can research and provide therapy and support in ways that don't marginalize neurodivergent individuals but create empowering opportunities instead. Psychologists can also advocate social changes that promote inclusion and reduce stigma; even small changes can greatly benefit neurodivergent people at school and work. Further examples include allowing employees to wear noise-canceling headphones to improve concentration, giving all students the option to stand while they work, allowing fidget toys, movement breaks, or simply recognizing that listening does not require eye contact. These steps promote the idea that neurodivergent people are just as capable of success as neurotypical people, because they are, and the advantages of their differences are just as important as every other aspect of them. Instead of trying to change or mold neurodivergent people to our way of thinking, it's important to adapt our environment to their needs so that they can thrive. This quote by Alexander Den Heijer applies to neurodivergence beautifully: "When a flower doesn't bloom, you fix the environment in which it grows, not the flower." Sources Brown, Shawn. “Neurodiversity: An Untapped Resource for Future Inventors.” TED, Dec 2017, https://youtu.be/uecEdkEoY4E . Lito Leaf Art, The Japanese Artist that Carves Tree Leaves to Create Magnificent Scenes. Design Boom. Retrieved 9 March 2022, from https://www.designboom.com/art/lito-leaf-art-cutout-09-15-2020/ . Myers, D., & DeWall, C. N. (2020). Psychology (6th ed.). Soomo Learning. https://www.webtexts.com Sparx. (2020). Four Ways to Support Neurodiversity in the Classroom. The Education and Development Forum (UKFIET). Retrieved 9 March 2022, from https://www.ukfiet.org/2020/four-ways-to-support-neurodiversity-in-the-classroom/ . Strengths and Abilities in Autism. Altogether Autism. (2018). Retrieved 9 March 2022, from https://www.altogetherautism.org.nz/strengths-and-abilities-in-autism/ . Worthington, M. (2021). How This Artist Transformed Found Heads-up Lucky Pennies Into 400 Pieces Of Art. The Art of Autism. Retrieved 9 March 2022, from https://the-art-of-autism.com/how-this-artist-transformed-found-heads-up-lucky-pennies-into-400-pieces-of-art/ . Previous Next