The CYFAR “Uplift: Empowering Today’s Youth for Tomorrow’s Future” project collaborates with Kentucky State University and the University of Kentucky Cooperative Extension program. The purpose is to provide comprehensive life skills development programming to Middle and High school youth. Utilizing Botvin Life Skills curricula as the primary tool, the Uplift team delivered life skills programming in urban and rural settings. The Life Skills focus has been primarily on Transitions - helping youth to be ready to transition into new environments (High School, Adulthood, etc.).

As of the end of the grant in August 2024, over 500 youth have gained life skill experiences through Kentucky’s UPLIFT project.  The chart below also highlights the diversity among participants. Describe the Outreach or Educational Program Response (and Partners, if applicable).

The CYFAR Common Measures assessments were used to determine how young people were progressing toward development in social, communication and leadership skills as well as the ability to make better decisions.  Using a scale of 1 to 5, the youth responded to the following items (with 5 being more positive):

Based on the pre and post assessment of youth participation in the programming, it was evident that the youth remained fairly positive toward their experiences. Moreover, they acknowledged the value of critical life skills even at the beginning of their program participation and remained attentive to the value of attaining the capacity to further develop as leaders.

Accomplishments:

Fayette: Youth learned skills that contributed to their knowledge of goal setting and attainment, teamwork, communicating goals and accountability toward them, as well as how to plan for the future and dreaming big. The impacts of the Pandemic have been one of the most unique stressors for this generation of young people. The Uplift program helped youth to thrive in the classroom despite the challenges of the times. Youth reported that they have remained positive toward their experiences and that we were achieving our intended outcomes as we facilitated and tailored our life skills programming.

Hardin: Youth learned and demonstrated increased leadership skills, positive thinking and willingness to plan for the future. Despite individual and systemic challenges that some of the youth were facing daily they engaged in the program and demonstrated a willingness to grow and think beyond their current environments. Some of the Foster Care youth questioned why the UPLIFT team wanted to do programs with them as they shared that they have had experiences that made them feel as though they were not worthy of engagement. With trust shown by the Uplift staff and continued dosage with the same youth, they learned that they have caring adults who want them to succeed in life. The PURE community partners along with Uplift staff fostered a caring environment that led to 3.5 years of sustained engagement and continuous programming for this group of youth. Seeing them step up in goal setting, taking on leadership positions in school and community, and consistently coming back to the program, as well as parental engagement, were the biggest highlights of the Hardin County program. The Uplift team believe that life skills have truly helped to shape the future of the youth that have experienced so much negative and emotional, physical and mental distress because of the Pandemic and life in general. They truly began to emerge as leaders.

Social Justice Leadership Taskforce:

The Social Justice Leadership Taskforce (formerly Board) was in its infancy during this grant cycle. The Leadership Taskforce was created to facilitate engagement around racial and social issues that were not being spoken about in local Extension programming. The goal of the Taskforce was to train youth leaders who would be comfortable engaging 4-H groups

and communities on these issues with the hope of driving change, advocacy and support through leadership. Another function of the Taskforce was youth demonstrating the ability to have Critical Conservations in their communities and becoming advocates for those who could not use their voice. The goal was that youth having these conversations would lead to adults who will engage in social justice efforts and talk about difficult subjects with the goal of coming together, not further dividing. During the Pandemic the Police brutality against African Americans became noticeable to the rest of the country. Breonna Taylor among other names of casualties resulted in a twin Pandemic of suffering and loss for communities across the country. Critical Conservations was developed as about 15 youth from around the state participated in the taskforce during its first two years. Planning and proposed programming that would help local middle school mental health and diversity, equity, inclusion and belonging, and that could serve as mentorship to recruit youth to the board. One reason the board was able to come together was technology integration on the grant with formats such as Zoom and the ability for those who are geographically dispersed to come together at any given time. As the world opened up and the Pandemic lessened, Zoom fatigue increased as well as youth involvement in extra- curricular activities. The board is currently restructuring and finding its way as a model for social issues change. The objective is that this taskforce will sustain and grow as a part of Kentucky 4-H and FCS for years to come.

Qualitative Feedback from Uplift Participant Interviews:

Youth (10th grade): “I love working with the CYFAR team, they were amazing people and they taught me so much about what college and adult life could be. One thing I really enjoyed was the UK college visit. After this program I plan to start applying for scholarships and having a set plan on what I want to do. I highly recommend this program. Being my first year here, it helped empower me, helped me want to explore colleges, view campuses, and understand what adult life really is. For someone in my shoes I would recommend not trying to rush through your high school years, but having a set and designated plan and understanding that life is not as simple after high school, but it’s not as hard either, if you apply yourself. I’ve learned a lot about becoming a younger adult and since I’m already young right now, it helped me to learn about what I will do in the future and all the opportunities I will have. Going to this program has taught me a lot and I don’t think anything should be added for future programs.”

Youth (9th grade): “I learned how to take care of my body. If I were going to share with other young people, I would tell them that they teach us the importance of taking care of yourself. I don’t think you should add anything to the program in the future because it’s already good stuff.”

Parent: “My daughter was invited to be a part of this program. I love the fact that the CYFAR team has taken their time out to help our youth. My daughter is thinking more, coming out of her shell more, she’s more focused on her future instead of putting it off and waiting to

the last minute. The trips you all have taken them on have opened her eyes and have helped to reinforce some of the things momma tells her. I’ve learned so much from the program. I told my daughter I wish I had something like this when I was young. I love the resources you all have exposed us to. It’s never too late to learn and I am even considering going back to school because of it. I would say please continue the program because the need is here. I give the program an A+!”

Qualitative Feedback from Community Partner Interviews:

“Youth are considering life after high such as college, and more. Youth are also stepping out of their comfort zone due to the program. They have had some timid young ladies in the program, and now they have been reminding their parents about being here, and they are having confidence in this safe space, and some of them are starting to overcome their shyness."

"They are focusing on learning how to become an adult. Topics such as going to college, staying in dorms, and off campus are becoming normalized for some older girls. They are beginning to weigh the pros and cons of credit cards vs loans and learning and discussing content when the facilitators leave."

“In school-based programs, the changes adults have seen have taken form through exhibiting less off-task behavior. After school, the students are usually mentally tired from being in school for a full day, but the program has contributed to less off-task behaviors. It was noted that behavior change can be a more long-term process. The program presents consistency, but student attendance during Covid can be inconsistent. Consistency in the program helps to establish structure for the students.”

Another school-based participant spoke of how helpful it is to add other trusted adults to the classroom: "Being able to have someone else come into the classroom, it has changed some of the motivation in manners and learning how to approach other guests and not just teachers in school."

When asked if youth feel more connected to each other because of participating, the adults noted some positives, such as loners now starting to communicate more openly and freely. In Hardin County, details of a young girl who was introverted and shy, but in the gifted and talented program and a straight A student at school has become more connected as a participant. The example was that since she has been coming to the program, she is opening up more and interacting more at the program than at school. The adult leader believes that the reason for the connection is that there is no pressure for the young girl to be perfect in the program; she can be herself, and she is around friends, and those three things help tremendously.

When asked if youth are beginning to consider college or future careers, each participant expressed positive outcomes: “Identifying university logos and the university name helps to put college life at the forefront of their minds. When youth see the facilitators wearing

university uniforms (UK & KYSU) They notice and recognize the labels and symbols. The exposure they are getting from both universities helps them to think about college and that they can indeed work at and or attend college or universities.” It was also noted that when they see people who look like them, they start to understand that it is possible and consider college and future professions more seriously.

Summary:

Participation in life skills programs aids in positive youth development. Youth have built self-efficacy and increased self-confidence as a result of the Uplift project. Youth who engage in CYFAR life skills programs are considering plans and goals and considering careers and college as a result of the CYFAR life skills programming. The youth are now talking about goals and dreams that they want to accomplish in the future.

The Uplift project took some twists and turns during the Pandemic. We did not end up programming in the ways we had originally proposed, but what resulted was an unforeseen, very successful program in both grant sites. We found through Pandemic programming that we ought to consider well-being as a life skill. Pandemic programming was challenging. The Uplift team found it essential to have conversations around mental health and be aware of one’s well-being as facilitators. For those in the helping and teaching professions, there are benefits to being aware of the mental health challenges all will face, and navigating some of those concerns during programming may be a benefit. Giving space for youth to express themselves as well as learning is helpful when providing life skills. Self-care should and needs to be a topic that is talked about and allowed, as youth can benefit from learning about themselves, their bodies, emotions, and triggers. Self-regulation is a life skill, and youth benefit significantly from healthy adults who can introduce them to healthy practices and modalities of wellbeing.

We worked with Middle school students in Fayette County (urban) and middle and high school students in rural Hardin County. The life skills that were taught focused heavily on vision and goal setting, along with communication, teamwork, and learning to chart pathways for future success. Youth became passionate and invested in the program and continued to engage with us, helping us to tailor programming to fit their needs as they transitioned through adolescence and moved toward adulthood. In Hardin County the partnerships that were built have been very strong and have branched out into other areas. The partnership with Sunrise Children Services has even led to plans to expand our life skills programs to more of their locations across the state. The Hardin County Extension KSU Agent will sustain programming after the grant by continuing to collaborate with the primary partners and continuing to provide the life skills program series for youth and families. The 2 middle schools in Fayette County where programming was implemented will continue to utilize support from UK Family and Consumer Sciences Extension including personnel and resources shared in the school-based programming (leadership, team building, communication), including the continued use of content from the Botvin curricula.