Education Programs - Youth Communication

EXPLORE OUR Programs

Our award-winning programs help educators and youth workers become more effective at building the skills teens need to succeed in school and life.

MIDDLE SCHOOL

story-based professional development

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RESULTS THAT SPEAK FOR THEMSELVES

We’ve compiled data from 250 surveys of staff who have used our programs. Teachers report that our programs are clear, easy to use, and help them support teens. Read our evaluation results.

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95% of teachers say

OUR PROGRAMS HELP STUDENTS UNDERSTAND SEL

92% felt better able to

create a space for students to TALK ABOUT race

90% of teachers felt

MORE comfortABLE LEADING youth-centered discussions

YC’s stories and lessons really get my kids’ wheels turning. I GET CHILLS listening to them ask questions and talk to each other.
– LORI KRANE, Principal & Educator

OUR MOST RECENT AWARDS

Our magazines, stories, and curricula have won more than two dozen educational publishing awards from the Association of Educational Publishers (AEP), Parents Guide, Parents Choice, and other arbiters of the nation’s best educational content.
Our stories have been republished in some of the nation’s most well-regarded educational resources and English Language Arts curricula, including Actively Learn, the Writer’s Inc./Write Source ELA curricula for middle school and high school, the Writer’s Inc. school-to-work curriculum, the Norton Sampler: Short Essays for Composition, and other curricula.

Best in Youth Media,
Media for a Just Society,
Evident Change (2020)

“Claiming the Life I Deserve”
by Marreka Beckett

Best Curriculum, Life Skills and Character, Education, Association for American Publishers (2011)

Real Men

Best in Youth Media, Media for a Just Society (2015)

“My Looking Glass Self”
by Marlo Scott
in Real Men

Best Curriculum, Social and Emotional Learning Resource, Association for American Publishers (2017)

Real as Me

The lessons provided in the YC program were well-organized and thought-provoking. I appreciated listening to and reading about my students view on how to address the circumstances of the stories we read and for how they were not judgmental of the authors or each other while engaging in student-led discourse.
– Teacher