2026 Bridge Conference

In June, 2026, Extended Education researchers, policy-makers and practitioners from at least 15 countries convened at the Global Extended Learning and Youth Development (GELYDA) International Conference in Seoul, South Korea to discuss projects, activities, and experiences focused on democracy and civil engagement in the out-of-school hours. In this session, I will share some of the key insights from this convening, as well as links to the research and other resources that were shared.

This workshop brings together funders and evaluators with out-of-school time (OST) program leadership to collaborate on a vision for designing, funding, and evaluating youth-led projects that bring wide-ranging impacts to their broader communities - expanding the focus of program efficacy from the individual learner to the communities and places they are situated within.

This session will workshop possibilities for evaluating community-wide impacts of youth-led OST STEM programs. We will begin with an introduction of our own research from a nationwide look at OST STEM programs pursuing community-level outcomes. In this overview, we will provide examples of programs from across the United States describing their projects as pursuing goals at community-scale. A goal of this session will be to connect like-minded programs, funders, and evaluators that are doing, or seeking to do, more work at community scale. We will ask participants (e.g., funders, evaluators, program providers) how their own work falls within preliminary categories our research team has developed, and if existing themes are sufficient or require expansion and/or refinement. Participants will co-develop a draft evaluation framework to elevate this kind of work and assist programs with describing their impacts that move beyond the individual learner.

Youth-adult partnership is often treated as the ultimate goal—but is it always the most appropriate way to work with youth? In alignment with the theme "The Art of Being Water," this interactive session invites participants to explore the fluidity of Hart’s Ladder of Youth Engagement. We will move beyond the rhetoric of "youth voice" to examine the full continuum of involvement, from adult-led to shared leadership. Through an experiential "gallery walk," participants will physically navigate the eight rungs of the ladder, identifying where their programs currently sit and how to move intentionally toward more authentic engagement. Drawing on field examples from Tacoma to the Pacific Islands, we will explore how to match challenge and responsibility to developmental readiness. Attendees will leave with a toolkit of reflective exercises and action plans to reduce tokenism and foster equitable, high-impact partnerships in their programs.

Schools are not neutral spaces. Every day, educators are asked to lead, mediate, and hold space for conversations that carry the weight of generations. The current political context contributes to heightened emotions and racial tensions. And you, no matter how experienced, bring your own history too. When a student says something harmful, a colleague dismisses a lived experience, or a systemic issue needs examining, the most powerful thing you can do is to know yourself well enough to stay present and grounded, even when every instinct tells you to fight, flee, or freeze. Through honest storytelling, self-reflection, and hands-on practice, you'll learn to recognize what activates you, strategies to respond instead of react, and ways to hold space for the emotional responses of others.

This session shares the journey of transcreating the School Age Basic Training into Spanish, from the initial needs assessment to the development of the final product launching in Fall 2026. Presenters will offer an honest look at the multilingual collaborative process, highlighting the successes, challenges, detours, and key realizations that shaped the work. Participants will learn how decisions were made, how diverse perspectives informed the adaptation, and why transcreation was chosen over direct translation. Through this case study, attendees will gain insight into the complexities and opportunities of adapting training content across languages and cultures, as well as the commitments made to support inclusiveness, cultural responsiveness, and racial equity throughout the project.

This workshop explores how school and expanded learning systems can better support newcomer students and families through adaptability, language access, and intentional relationship-building. Grounded in real experience as a Newcomer Student Family Liaison, the session highlights practical strategies for removing barriers, strengthening family engagement, and creating systems that foster belonging. Participants will examine how youth development principles
and culturally responsive practices can be applied to improve communication, trust, and collaboration with multilingual families. The content focuses on K–12 students, with an emphasis on newcomer and multilingual youth across elementary and secondary levels. Attendees will leave with actionable tools to create more equitable, responsive, and human-centered systems.

Educators and case managers know that shared racial or cultural identity alone does not guarantee a strong mentoring relationship. What turns a classroom into a space of trust and brotherhood is something more specific, and it shows up in small, repeatable practices. This session draws on a multi-year, mixed-methods evaluation of a culturally responsive Black studies elective and mentorship program, including a collaborative program evaluation and an in-press, peer-reviewed qualitative study, to name those practices. Findings identify the relational and programmatic elements, including individualized care coordination, identity-affirming curriculum, and consistent relational routines, that young people and their mentor-educators credit with building trust, brotherhood, and engagement, along with the conditions of school and district leadership required to sustain this work. Participants will leave with evidence-based strategies they can adapt within their own culturally responsive mentoring programs.

Young people engaged in high-risk or harmful behaviors are often defined by labels rather than understood through the lens of trauma, attachment, and missed developmental experiences. As an educator and social worker, I recognized a gap in mental health programming for adolescents who were struggling and created a curriculum to respond to their needs. Rather than viewing behaviors as problems to control, I learned to see them as communication and opportunities for connection.

This interactive workshop focuses primarily on adolescents (ages 12–18) and explores how our own experiences, assumptions, and biases influence the way we show up for youth. Participants will learn how adaptive, trauma-informed practices can transform programming, strengthen relationships, and create spaces where young people feel seen, supported, and empowered. Attendees will leave with practical strategies for responding to emerging needs and building programs that honor the humanity of both youth and staff.

Every day, youth development professionals make decisions shaped by beliefs about respect, success, leadership, behavior, belonging, and care. But where did those beliefs come from?

Through reflection, dialogue, and interactive activities, participants will explore how socialization influences the way we see ourselves, one another, and the young people we serve. Together, we will examine the messages we inherited from family, schools, communities, media, and society, and consider how those messages show up in our programs, policies, and practices today. This session invites participants to move beyond judgment and toward curiosity as we explore what it means to learn, unlearn, and intentionally create environments where both young people and youth workers can thrive.

Many youth-serving organizations serve increasingly diverse communities, yet not every young person experiences the same sense of belonging. When young people feel seen, valued, and included, outcomes improve across engagement, well-being, leadership, and learning. This interactive workshop explores how race, culture, disability, language, socioeconomic status, and lived experience shape belonging. Drawing on experiences working with youth in the United States and Nigeria, participants will learn to identify barriers to belonging, conduct a belonging audit, and implement equitable, inclusive practices. Through case studies and reflection, attendees will leave with practical tools to create environments where every young person can participate, contribute, and thrive.

What if liberation is not a destination—but a river?

In this interactive session, participants will be introduced to The RISE to Liberation, a framework that connects history, wellness, and systems navigation as tools for individual and collective transformation.

Through immersive storytelling, shared visual experiences, creative reflection, dialogue, and experiential activities, participants will journey from past to present to future. They will explore how history can build action and resilience by learning from the knowledge, choices, and resistance of those who came before us; how the Eight Dimensions of Wellness can support collective care and healing; and how understanding the systems around us can help us thrive while navigating barriers.

Participants will engage in a shared immersive visual experience and interactive activities designed to spark reflection and action, asking: How does what we see, remember, and imagine influence how we lead, heal, navigate systems, and create change?

Together, we will explore what it means to be like water—to adapt without losing ourselves, move through barriers, and create new pathways toward healing, resilience, and liberation.

Participants Will Leave With:

• An understanding of The RISE to Liberation framework and its three liberation tools.
• Historical knowledge and strategies for using the resilience of those who came before us to inform action in the present.
• Collective care and healing strategies grounded in the Eight Dimensions of Wellness.
• Systems-navigation tools to help identify barriers, find pathways forward, and thrive.
• Practical tools, strategies, and resources to use personally and professionally.
• Ideas and resources to share with their communities, extending the impact beyond the workshop.
• A vision for action toward more liberated and thriving communities.

Data sovereignty — the right of communities to control data about themselves — is not just a concept. It’s a practice.

Drawing on the work of the Coalition of Communities of Color (CCC) in Portland, OR, this workshop introduces participants to a framework for assessing and strengthening community data stewardship practices in their own organizations. Who currently controls your data? Who benefits from it? And how can youth, parents, and community members become genuine co-owners of the stories data tells? Participants will work through a guided framework to map their current data sovereignty model and develop a concrete action plan for shifting power back toward the community. This session is for leaders and staff ready to move beyond data compliance and toward data self-determination.

Young people do not begin preparing for their future when it is time to fill out a job application. It starts much earlier. It starts with helping them understand who they are, where they belong, what they are capable of, and what possibilities exist beyond what they may see around them every day.

Flow Forward is an interactive workshop focused on helping middle and high school youth connect identity, belonging, life skills, and career exposure to their future. We will explore practical ways youth development professionals can help young people recognize their strengths, build confidence, expand what they believe is possible, and begin connecting everyday experiences to education, leadership, training, and career pathways.

Participants will also take part in reflection, small-group discussion, and a hands-on pathway-mapping activity that can be adapted and used with the young people they serve. My goal is for participants to leave with more than information. I want them to leave with practical strategies and tools they can actually take back to their programs and use.