Two students in Trent University Durham GTA's Child & Youth Studies program are using real-world situations to research equity and inclusion, with one student using Dungeons & Dragons to develop autistic youth's social skills, and another examining the effects of discriminatory punishments on Black Youth in schools.
Developing Social Skills Through Dungeons & Dragons
Heroes, bravery, friendship, and quests - all things that are experienced by youth participants in the Oshawa Dungeons & Dragons social club, led by Trent Durham student John Smith, who created the club as part of his placement and research project.
John, a third-year Child & Youth Studies and Psychology joint major, started his research project with the goal of giving neurodivergent youth a "space to talk, be themselves, and roleplay as things that they don't get to be in their day-to-day lives."
John expressed an interest in leading the program as part of his student placement, and with the help of his professor, Dr. Alba Agostino, connected with the City of Oshawa for support and resources to officially run the group.
John has two autistic children, so was inspired to create a group for neurodivergent youth to practice and improve their social skills in a fun and engaging way. He chose Dungeons & Dragons for this social group because it encourages social interaction, reduces social isolation, and combined with therapy, helps reduce social anxiety.
There have been two groups so far, with participants aged 13 to19. The program has been a success, with more applying to be in the group than they initially had spots for. Trent Durham and the City of Oshawa will run the program again next year.
John has started a qualitative study with participants to learn how the group members experienced the program and how it can be improved. He has also applied for the Youth Employment and Skills Strategy funding, with the goal of hiring autistic young adults to mentor the youth group and expand programming.
A rising star at Trent, John has recently won awards at the University's 3-Minute Paper competition, Research Day, and spoke to prospective students about his community engagement work at Trent Durham's Scholars Dinner.
The School-to-Prison Pipeline
Approaching his research from the perspective of someone who has experienced and witnessed anti-black racism within the high school education system, fourth-year Child & Youth Studies student Xavier Jones-Lalor dedicated his time to researching the School-to-Prison Pipeline, and ways to mitigate inequities in schools.
The School-to-Prison Pipeline is a term used to describe students experiencing an increased risk of imprisonment because of punitive school punishments or their removal from the educational system.
"I've heard stories about students being subjected to racism and punitive practices by teachers due to the color of their skin. I know a couple of people who ended up in jail or who've gotten into the wrong crowds as a result of these exclusionary practices that have been perpetuated within the educational system," he said.
Xavier presented his research at Trent Durham's annual Research Day, where he explained how punitive punishments, like suspensions and expulsions, may be turning points for Black youth, which can negatively impact their future.
In Xavier's research, he makes recommendations on ways to eradicate systemic discriminatory practices in schools including using reflexive practices, unlearning implicit bias, and implementing Afri-centric approaches.
