Youth Participation & Engagement

A quality program provides opportunities for participants to engage in planning, to exercise choice, and to participate in a rich variety of offerings.


A quality program intentionally incorporates meaningful opportunities for youth participation. Participants are seen as assets and take on leadership roles, plan and facilitate meetings, workshops, and/or orientation sessions for their peers, and participate in program evaluation. Participants and adults partner on most aspects of the program. Participant voices are heard and incorporated into program planning.


Indicators & Performance Levels

(Click on the indicator to expand the performance level examples, or download the full set of indicators and performance levels here.)

A quality program:

QSA Guide- Third Edition

Performance Levels
Rate your program in each of the indicators using the following system:

1 Must Address and Improve / Standards Not Met
2 Some Progress Made / Approaching Standard
3 Satisfactory / Meets Standards
4 Excellent / Exceeds Standards

Organizations are expected to strive for a satisfactory performance level (3) on all of the quality indicators.

Over time, programs should continue to strive for an excellent performance level (4).

1. Engages participants and adults to promote consistent and active participation.

Performance Level 1

Participants do not know details about how to register or who can be contacted for more information about program registration. Participants are allowed to drop in and out of the program with no formal commitment to regular participation. Different participants are present every day and it is difficult to run sequential activities that require several days or weeks to complete. Participants often decide to sit out of activities and staff do not actively work to re-engage them. Many participants do not seem actively engaged.

Performance Level 2

Participants generally know which staff members manage program registration. Participants are asked to come to the program on a consistent and regular basis but some still drop in whenever they choose without consequence. The program offers some activities that require several days or weeks to complete and some participants engage in them. During an activity, participants are asked participate, though some do not seem actively engaged.

Performance Level 3

Staff members regularly encourage participants to bring their peers to the program. Participants and families are aware of who is designated as the contact person for information regarding registration. Participants are required to come to the program on a consistent and regular basis, and a majority of participants attend regularly. The majority of program offerings require several days or weeks to complete, and most participants join these activities. During activities, participants are encouraged to participate and most seem actively engaged.

Performance Level 4

There is a designated staff member as the contact person for information regarding registration, and their contact information is displayed on all outreach materials and social media. Participants are required to come to the program on a consistent and regular basis, and all of the participants attend regularly. Program offerings require several days or weeks to complete and all participants join activities. During activities, participants are encouraged to join in by adults and peers. Most or all participants are actively engaged. Participant leaders serve as program liaisons, promoting the program’s benefits, building relationships, and encouraging more participant enrollment into their program.

2. Engages participants and adults to develop and promote a culture of respect and co-constructed disciplinary policies.

Performance Level 1

The program’s mission, goals, objectives, and activities do not address a culture of respect, and it is not part of community agreements. Adults do not demonstrate pro-social behavior and communication amongst themselves and with participants. Staff members develop discipline policies that are punitive-focused. Participants are told about behavior policies and discipline practices and are expected to follow them.

Performance Level 2

Respect is part of the program’s community agreement, but the agreement is not always enforced. Signs of disrespectful behavior are not always addressed. Adults demonstrate pro-social behavior and communication with participants but inconsistently amongst themselves. Participants and staff do not explicitly work together to identify and develop pro-social behavior and communication. Participants are not formally involved in the development of behavioral practices and disciplinary policies but some of the feedback they give to staff members is incorporated into the policies.

Performance Level 3

The program’s mission, goals, and objectives explicitly promote a culture of respect. Participants are prepared by the staff to work with others through exercises that address leading and following, sharing, and other team-building skills in the beginning of the year. Respect is part of the program’s community agreement, and participants know that respecting one another is necessary to being in the program. Signs of disrespectful behavior are generally addressed by a staff member to remind participants of the importance of respect. Participants are formally involved in the development of behavioral expectations and disciplinary policies, and participants sign an agreement to follow them. Staff and participants work together to monitor and support the following of agreements.

Performance Level 4

The program’s mission, goals, objectives, and community agreements explicitly promote and support a culture of teamwork and respect. Participants are prepared by the staff to work with others through exercises that address leading and following, sharing, and other team-building skills. Participants work with staff members, school partners, and family members to create positive behavior policies, expectations, and disciplinary practices, and sign an agreement to follow them. Participants, staff members, and families define and translate what respect and positive behavior looks like and sounds like in different settings.

Staff model, teach, support, acknowledge, and celebrate respectful behavior on a regular basis. Behavior policies and expectations are posted throughout the program space and are revisited several times throughout the year to ensure participants understand them and receive support to follow them. Signs of disrespectful behavior are always immediately addressed by a staff member asking participants if their behavior is aligned and what they could do differently to be respectful. Severe or continuous disrespectful behavior is addressed uniformly and fairly.

3. Involves participants in program design and implementation in a meaningful way.

Performance Level 1

Participants are rarely or never asked to express their ideas, concerns, and opinions. There is no formal way for participants to deliver feedback about the program and as such, staff members plan and select all program activities. Participants do not have an opportunity to contribute to program planning. Participants are not encouraged to lead or assist with implementing activities.

Performance Level 2

Participants are sometimes asked to express their ideas, concerns, and opinions. However, these conversations happen irregularly or only when a problem arises. Participants who express themselves to staff members are listened to, but their suggestions are rarely acted upon. There is no formal way for participants to deliver feedback about the program or formally participate in program planning. Participants have few opportunities to lead or assist with implementing activities.

Performance Level 3

Participants are encouraged to express their ideas, concerns, and opinions on an ongoing basis. Staff members solicit their feedback on activities, structure, and policies through surveys, interviews and/or a youth council. Participants who express themselves to staff members are listened to, and their feelings are incorporated into program planning and staff debriefs. Staff members consult with participants throughout the year about activities they believe would be helpful, relevant, and meaningful and other program suggestions and concerns. Staff members then develop the program based on these recommendations. Participants have multiple opportunities to lead or assist with implementing activities.

Performance Level 4

Participants along with staff members, family members, and other stakeholders are included on the program planning and leadership team and regularly have formal opportunities to express their ideas, concerns, and opinions. This group discusses learning opportunities and related activities that would be relevant, meaningful, and of interest to participants, and other program suggestions or concerns. They develop the program based on these recommendations and regularly assesses and revise the program based on regular feedback and data collection. Participants have ample opportunities to lead or assist with implementing activities.

4. Involves participants in data collection and evaluation for program reporting and continuous improvement purposes in a meaningful way.

Performance Level 1

The program does not include participants in data collection and evaluation.

Performance Level 2

The program includes less than half of program participants in data collection and evaluation. Staff members solicit their opinions on activities and structure, but infrequently and only through informal conversations. Participant opinions are collected by staff members and may be incorporated into the program’s evaluation.

Performance Level 3

The program formally includes more than half of the program participants in data collection and evaluation multiple times a year. Staff members solicit their opinions on activities, structure, and policies through surveys and interviews. Participant opinions are collected by staff members, incorporated in the evaluation, and always considered when updating the program’s plan. Participants are also involved in data collection and evaluation by providing feedback on all aspects of the program to be used for continuous improvement purposes.

Performance Level 4

The program formally includes all participants in data collection and evaluation. It includes groups of participants in evaluation planning discussions, and then solicits all participants’ opinions on the program’s activities, structure, and policies through surveys and interviews. Participant opinions are collected by staff members, incorporated in the evaluation, and always considered when updating the program’s plan. Participants are involved in the design of data collection and evaluation methodologies, and are given the opportunity to provide feedback on all aspects of the program to be used for continuous improvement purposes frequently and regularly throughout the year.

5. Engages participants and adults to make activities meaningful, applicable to the real world, and developed around participant interests.

Performance Level 1

Participants have no or few opportunities to engage in their community through meaningful projects and activities. Participant work and projects are selected without thought to real world applicability, and therefore few to no activities have real world application. Activities are selected by staff members who have not solicited feedback from participants on their interests.

Performance Level 2

The program occasionally engages participants in their community through meaningful projects and activities. Some activities selected by staff members are designed to have real world application and an impact on the community. Staff members survey participants on their interests at the beginning of the year, and occasionally plan activities that meet those interests.

Performance Level 3

The program engages participants in their community through meaningful projects and activities on a regular basis. Staff members and participants collaborate to plan projects and activities based on participant interests. They are usually designed to have an impact on the community and are therefore applicable to the real world.

Performance Level 4

Participants engage in their community through meaningful projects and activities on a regular basis. Participants often learn of community opportunities or generate suggestions for meaningful, relevant, and helpful community opportunities. Staff members seek information from participants, families, and other sources on potential opportunities and needs in the community. Staff members and participants collaborate to plan projects based on participant interests and identified community needs. They are always designed to have an impact on the community and be applicable to the real world.

6. Has a culture that encourages youth to take initiative, explore their interests, set goals for personal achievement, and work to meet them.

Performance Level 1

There is no opportunity for participants to contribute to the direction of programming or express their interests. No leadership opportunities exist for students to show initiative. It is difficult for participants to become engaged with activities due to limited space and supplies. Participants are not given choices. Rather, they are assigned to activities and tasks. The arrangement of the physical space does not allow for positive interactions among participants, successful implementation of activities, or exploration of personal interests.

Performance Level 2

At the beginning of the program year, participants set a personal goal they wish to achieve. Goals are revisited to determine progress infrequently or not at all. Program supplies may limit participants’ ability to reach their goals. Although supplies are limited, participants are given opportunities to engage in activities that are of interest to them. Supplies and materials are available for some activities, but they are often kept in a locked closet. Participants are seldom asked for their opinions and ideas for enhancing activities. When suggestions are made, they are often not implemented. Although staff members understand the importance of providing participants choices, they are not consistent in doing so.

Performance Level 3

Participants are encouraged to provide feedback on the program. At multiple points throughout the program year, participants set personal goals they wish to achieve. Goals are frequently revisited to determine progress. Supplies and materials are always accessible to participants and kept at a central location, which encourages participants to find activities that interest them and help them reach their goals. Staff members provide opportunities for participant choice by administering monthly surveys on program options. The physical space is intentionally selected to complement activities.

Performance Level 4

All the staff members provide multiple opportunities for participant choice in their groups, and participants are always encouraged to provide feedback on the program. At multiple points throughout the program year, participants set personal goals they wish to achieve. Goals are frequently revisited to determine progress, and activities are selected to help participants reach their goals. Supplies and materials are consistently stocked, accessible, and visible to all participants. The physical space is organized to allow positive peer interaction, facilitate rich discussions, and promote collaboration on projects. Space is often used as a model for other program providers to learn from.

Research, Tools and Templates, and Resources

Research, Tools and Templates, and Resources

  • Ready…Set…Engage!Nancy Pereira, Children’s Mental Health Ontario, and The Provincial Centre of Excellence for Child and Youth Mental Health at CHEO
    A publication on building effective youth and adult partnerships for a stronger child and youth mental health system.
  • Youth Engagement ResourcesThe Forum for Youth Investment
    Links to many different youth engagement resources.
Suggested Stakeholders

The following stakeholder groups may be appropriate to involve in surveys and focus group discussions around this element:

  • Program Administrators
  • Program Staff
  • Program Participants
  • Parents
  • School Teachers
  • School Guidance Counselors
  • School Principals
  • Staff of Partner Programs
  • Other
Taking Action

Taking Action, Suggested Stakeholders, Try This!, and Tips for Success

RIGHT NOW: ADDRESSED WITHIN THE FIRST 30-60 DAYS OF ASSESSMENT. 
Program staff meet to highlight existing adult-youth partnerships, identify potential barriers, and discuss how they would like to see these relationships grow or change. Young people are also engaged in similar conversations. A committee involving youth and adults is created to begin developing a plan for how to engage young people in meaningful and authentic opportunities to contribute.

THIS YEAR: ADDRESSED BY THE END OF THE PROGRAM YEAR.
The committee enhances youth recruitment strategies. Member roles and responsibilities are clearly defined. Informal events are organized to allow for adults and youth to develop positive relationships. Adults and youth attend ongoing trainings on facilitation strategies, communication skills, and team building. Trainings offered increase staff’s capacity to engage youth in leadership experiences. Staff and young people meet quarterly to assess adult-youth partnerships.

NEXT YEAR: ADDRESSED AT THE BEGINNING OF THE NEW PROGRAM YEAR.
Adults and youth come together at a retreat to reflect on the program. In collaboration with staff, young people facilitate working sessions at the retreat. The committee establishes a protocol for youth to voice concerns and frustrations and share their experiences with other youth. Young people are trained to be active participants in the process of hiring and evaluating staff. Youth and adults are working together to develop meeting agendas.

The following stakeholder groups may be appropriate to involve in surveys and focus group discussions around this element:

  • Program Administrators
  • Program Staff
  • Program Participants
  • Parents
  • School Teachers
  • School Guidance Counselors
  • School Principals
  • Staff of Partner Programs
  • Other
Try This!

The Power of Voice

A teen summit can be an empowering experience for young people as they exchange ideas, explore unfamiliar issues, and identify opportunities to contribute back to their communities. Young people can be engaged in planning the agenda, assigning tasks, facilitating workshops, and reflecting on their accomplishments and challenges. Having a teen summit sends a clear message: young people are resources and agents of change. The following tips are based on the lessons learned by the staff at Henry Street Settlement’s Boys and Girls Republic, and can help to ensure successful and empowering experiences for youth:

  • Seek out youth-led conferences, events, and trainings, and bring youth from your program to participate.
  • Meet with other youth agencies that have coordinated youth-led activities to get ideas and share lessons learned.
  • Clarify roles and deliverables for all youth involved. Remember that process is just as important as the event.
  • Create a planning committee that consists of adults and youth; support and train young people to lead the planning process.
  • Train youth on the basics of workshop facilitation; if possible, provide advanced training.
  • On the day of the event, make sure there are opportunities for movement throughout the day.
  • If appropriate, include live performances.
  • Make sure that healthy food is provided and the menu appeals to the youth.
  • Acknowledge the contributions and accomplishments of all youth and adults involved in planning and organizing the event.
Tips for Success

As a youth practitioner, you are aware of the benefits of engaging youth in meaningful experiences that build a sense of connection to their community, encourage civic awareness, and create opportunities to build self-esteem. Here are some strategies for engaging young people in staff’s program planning and organizational development:

  • Be clear as to why young people are being asked to join the team. Create a purpose statement.
  • Acknowledge young people as full members of the team. Be clear about their roles.
  • Establish at least two youth positions. Young people feel more comfortable when they have a peer present.
  • Choose a convenient meeting time and place for young people.
  • Host an orientation for youth members. Review the organization’s mission, history, structure, and the responsibilities of the team members.
  • Make meetings interactive through icebreakers, small group discussions, partner chats, team-building activities, and large group share-outs.
  • Encourage young leaders to recommend other youth when their term or involvement is ending.