Life at YESS

Parents often run through several “nightmare” scenarios in their heads when they cannot communicate with their child: one of the worst possibilities is that their child is missing. The mental pathways and fears that come up are fuel to an already anxiety-driven situation. As a mother myself, I have lived through the fears and the pain and the confusion and the desperation that parents go through when a child is missing. Nothing short of seeing my child in person, hugging them and telling them I love them will quell those feelings.

In 2023, over 4000 individuals (including youth) were reported as missing in Edmonton. No single agency, Edmonton Police Service (EPS) department, or social services has the capacity to respond to and find over 4000 individuals in a year. That’s why we ask for collaboration with agencies, partners, parents, teachers, friends, and family members. When we are all looking together, we are more successful at finding and supporting the young person who is missing.

Process is the most important part of a collaborative effort to find someone who is missing.

EPS has an online toolkit/checklist for parents whose children are missing. This document is a place for you to understand the process, take notes and be active in the investigation:

• Evaluation
  • EPS will begin with asking if the parents/family members have checked their usual hangouts, friends’ houses, where they were last seen, who has been contacted and information around what happened leading up to their disappearance.
• Risk Assessment
  • Once it is established that a youth is missing, EPS will go through a risk assessment on the individual situation and determine what work and collaboration is needed. Highest priority will be for youth who are struggling with mental illness, anyone with a form of dementia, and other high-risk factors that will activate EPS to go out and immediately patrol for the youth.
• Investigation
  • If not a high-risk, then the missing persons department is activated, and a full investigation begins. Here, a team will look at covering a checklist of places and people that youth might be accessing, including using social media and phone tracking for support.
  • If a youth is still missing, then posters and news releases will be launched to widen the search and activate the community to be on the look out. The investigation will still continue alongside this community work; the net of support and activate participants simply grows.
• Collaboration
  • When it comes to youth who are considered missing, there is an entire system of agencies and staff members who are dedicated to immediate action and support.
  • Schools, social services agencies, shelters, EPS, and Edmonton Transit Service (ETS) are all notified of youth that are considered missing. We are all put on alert to look out for and collaborate with youth who are listed as missing.
  • EPS has an entire youth division branch that works with agencies like YESS to share and collaborate on information regarding missing youth. We share updates on sightings, access to programs or resources, and EPS does regular patrols to ensure that they are around if a youth or agency needs them.

What happens at YESS?

When we are notified of a youth who is missing and their circumstances, we activate our staff to be vigilant for sightings. We ask around if any other youth have seen them and we collaborate with fellow youth-serving agencies to ensure that we are communicating when someone has access to the youth.

And the work doesn’t stop after a youth is found. We continue to work together to ensure that both family and the young person are supported in their reconciliation and given the tools needed to access to help reduce the likelihood of the young person going missing again.

Our goal at YESS is to establish communication and connection with the young person so we can understand what happened, how we can resolve the situation and also how we can move forward with new tools and supports to prevent this from happening in the future.

As a parent, it is hard to be hit with all the emotions and fears that come from a youth who is missing. If I could share one message with those parents, I would say that there is always hope. Hope comes in the form of an entire community of people who care, who listen, who understand, and who are activated in the search. It comes in the form of a process that involves you and supports you and is working on your behalf. Emotions and anxiety can create panic and urgency and fear, and we are here to help you navigate through them and find the hope again. Because there is always hope!

There are always people who are willing to help and connect and be activated. Parents are not alone, and youth are not alone.

What is “shelter”?

As humans, we tend to use language to describe hard things in a way that is both easy and digestible.

Shelter has been the easiest word to describe the complex support that individuals experiencing houselessness need. It is easy for us to think that the answer to not having shelter is to provide shelter.  It is also easy to use shelter as the umbrella term to connect services across a large sector and make it easier to fund, explain, or support.

But the truth is that “shelter” is not easy. The general understanding is that shelters function as a transition from “early intervention work” into “community integration work/housing”; a holding place until more specific or permanent services or support can be found; and also synonymous with “emergency” or “last resort” support.

People who actually access shelter and those supports have been shouting for years that they want change within the shelter system—especially young people!

In 2017, YESS and other youth-serving agencies started to collaborate to understand the barriers that exist for youth who are in the “shelter cycle” and find themselves moving from agency to agency. In our research, it was very clear that youth do not feel safe or accommodated or productive in “shelters.” At YESS, with our mission to focus on root causes rather than symptoms, this was important information for how to stabilize youth and support their goals in a way that is sustainable.

We listened and progressed our programming from overnight shelter to a 24/7 sleep shelter and eventually into our Youth Support Centre model we are working within now.

What are the limitations of “shelter” when working with youth?

Working with youth means having only a short time period to affect positive change in their lives. It means working alongside emotional changes, developmental growth, and also traumatic experiences and responses. It is complex work trying to understand young people who do not yet understand themselves.

“Shelter” models do not really help or support this complexity. Youth need to learn so much in this short time and that learning has to start with understanding how their body is responding to trauma (When is it safe for them to sleep? When is it safe to eat?) and then try to shift their body’s needs to a “normal” rhythm that allows them to thrive within the larger community. Youth cannot keep a job or attend school if they are too afraid to sleep at night. Youth cannot focus on communicating and problem solving if they are afraid and unable to stabilize their thoughts or feelings. Youth cannot move through an addiction if the addiction is somehow making them feel safe or better than their baseline state. YESS understands these daily complexities and we moved away from the shelter model to address them.

What is the Youth Support Centre?

When youth are in their most vulnerable crisis state, they are scared and hurt and angry and desperate for help and safety. Our Youth Support Center provides a safe space for youth in any level of crisis to come and breathe and stabilize themselves.

We focus on helping them feel welcomed and safe before we launch into the more complex work of determining if they are needing crisis de-escalation work, stabilization development, or regulation work for life skills development.

We also help them navigate where it is safest for them to do this work: back home with support, in a placement that meets their needs, in a treatment facility that will help them, or in supportive housing options.

Our staff are experts at working with youth who are entrenched in their trauma responses and experiencing larger crisis moments, and the staff have the skills and processes to be able to wrap around the youth holistically (meeting their physical, mental, spiritual/cultural, and emotional needs).

When youth access YESS, our staff:

• give them back their dignity and autonomy and control when it was taken from them
• show them the possibilities of what they can achieve and where they can move their lives towards
• support them in healing the relationships that may have been damaged from the crisis and trauma responses
• help them believe that their lives matter

Moving away from the shelter model also allows YESS to be better partners with our fellow youth-serving agencies. It allows us the opportunity to:

• better communicate on behalf of youth
• provide warmer hand-offs between agencies
• work together to ensure the youth are supported together
• helping the agencies do their best work and not have to focus on/anticipate/fear the historical behaviours or actions of a youth

Youth are more than their behaviour and they need time and space and dignity to heal from experiences that are hard to heal from.

Shelter is always needed—people need a place out of the weather and they need resources that are low-barrier to access and they need a safe space to sleep. Our young people need so much more than this and they shouldn’t have to work harder to access those complex supports. It’s time to evolve our supports, in the same way that youth evolve their needs and their possibilities.

Frequently Asked Questions

What happens when a youth first comes to YESS?

When a youth first comes to YESS, we have a 3-step intake process:

• Consent – immediate

The purpose of this step, which is conducted immediately upon arrival of the youth at YESS, is to understand why the youth has come in and ensure that the youth understands their rights and responsibilities if they are to participate in the program. Formal consent is needed to access services and program expectations are defined. Preliminary demographic information is gathered and an initial set of questions is asked to determine what immediate actions may need to be taken to address immediate needs (this could include food, clothing, harm reduction supplies, medication, medical or mental health support). If the youth requires a place to sleep, a stabilization bed is provided (subject to availability).

• Context – first 24 hours

This occurs within 24 hours of the youth arriving at the Youth Support Centre. Further questions are asked about the youth’s ability to meet their basic needs and whether there are specific risk factors that may need to be addressed (e.g., self-harm, substance use, harm to others, unsafe sex). Depending on the answers to the questions, additional actions are identified. Further inquiries are made related to the youth’s strengths, needs, abilities, preferences, and perception of risk (SNAPP).

• Baseline – first 2-7 days

The purpose of this step, conducted within 2-7 days of arrival, is to better understand what the youth has (e.g., debit card, bus pass, birth certificate, bank account, provincial ID), and what the youth knows how to do (e.g., access public transit, access food in the community, use and access the internet, access family medical services). Depending on the answers to these questions, specific goals are set that identify what the youth should do next. Referrals are made to assist the youth with the next step of their journey. Staff will follow up with the youth to see if commitments are being kept.

What programs are offered at YESS?

• 24/7 crisis intervention and stabilization
  • Youth ages 15-21
  • 24/7 intake and crisis stabilization
  • 16 emergency beds
  • 8 transitional beds
  • Holistic assessment and entry into connected communities of care
• Daytime resources and services
  • Youth ages 15-24
  • Monday-Friday access
  • Onsite medical clinic
  • Onsite mental health clinic (YESS Wellness Integration Team and CASA Mental Health)
  • Housing connections
  • Cultural and identity supports
  • Programming, arts, and recreation
  • Life and wellbeing skills development

Are you the guardian of the youth? Do you take over as parents?

No, we are not legal guardians for the youth.

To be a legal guardian is a role firmly under the Government of Alberta Children’s Services branch and it is determined through court processes. There are several types of guardianship: temporary guardianship, permanent guardianship, enhanced support, and financial support. These are often determined in relation to the work and capacity of the parents and is a complex process.

So if you’re not guardians or parents, how do youth stay at YESS? Who gives them permission to stay?

At YESS, we serve youth ages 15-21 in our 24/7 crisis stabilization access, and youth ages 15-24 in our daytime access to resources. When a youth is 15, by law, we must have parental or guardian consent for them to access our programs and services. This means that when a 15-year-old youth comes to our services, we have to call their parents or guardian in order for them to stay. When a youth turns 16, they are able to consent to services on their own. This does not mean they can legally sign all contracts (driver’s licenses, leases, or financial contracts), however they can consent to being in a space, receiving services, and accessing the beds and programming.

Do you talk to parents or involve them? Why can’t you just send them home?

We involve parents as much as possible with the youth and work holistically to build up healthy relationships in the young person’s life. We take the youth’s lead on who they are consenting for us to share detailed information with and do our best to support transparent communication with parents where needed. Much of our work is helping to reassure parents that the youth are safe and supported, while simultaneously working with the youth to open channels of communication on their own with parents.

We can’t send youth home unless it is safe and appropriate for them to be there. It can depend on what court orders are in place, the safety of all people involved in the home and for the youth as well. When we do have the opportunity to problem solve with parents and youth and support their return home, we continue to follow up and ensure that safety is maintained and pathways when it is not are open and available!

I love my kid, my home is safe—why are they choosing to stay at YESS?

There are lots of complex reasons why a youth may leave home, none of which are based on a lack of love or connection with their family members. Returning home requires not just for the youth to work on themselves but also for family members to work on themselves as well.

When a family member leaves the home environment, it is never going to stay the same. Work has to be done by both parents and siblings and other family members to help evolve themselves and their environment, alongside the work needed to be done with the youth (as an individual). As family dynamics change and evolve and heal, then youth and families can reconnect. Sometimes this work happens quickly and sometimes this takes more time.

Can I have a tour to see what the Youth Support Centre looks like?

Our spaces are not open to the public for tours. We understand that seeing the physical space where we work with youth can help give you a picture of what happens at YESS, but our building is a 24/7 active program space for youth experiencing crisis. First and foremost, we must create a space that is safe for youth through boundaries, predictability, and respect for confidentiality. At this time, hosting tours is at odds with our mission and day-to-day work.

The YESS Executive Leadership team is excited to welcome a new and critical member to the YESS team. Joyce LaBriola is YESS’ first Chief Development Officer. This role has been created to help YESS achieve its bold vision to provide better and lasting outcomes for Edmonton youth in crisis. Her proven track record of providing valuable insights, results and strategic impact, will benefit YESS as an organization and the many youth we help each year.

Joyce has been an advocate for youth and social justice, a community builder, and an experienced leader throughout her impressive working life. She has decided to return to Edmonton to contribute to our mission and vision after serving as the Executive Director of the Los Angeles Youth Orchestra in Los Angeles, California. Joyce’s career spans two decades with leadership roles in the sports industry (the NHL’s Edmonton Oilers, the CFL’s Edmonton Elks, the ECHL’s Phoenix RoadRunners, and the ECHL League Office), the arts world (Edmonton Symphony Orchestra, the Winspear Centre for Music, the Citadel Theatre, and the Los Angeles Youth Orchestra), and the non-profit sector (HIV Edmonton, Unusual Suspects Theatre Company).

In addition to her professional work, Joyce founded the Artists for Life Foundation in 2009, an Edmonton-based volunteer-run non-profit organization with the mission of advocating for those affected by HIV/AIDS, those who identify as 2SLGBTQIA+, and vulnerable and marginalized populations while celebrating the philanthropic spirit of the arts. She was selected as one of Avenue Magazine’s “Top 40 Under 40” in 2012 and has been celebrated for her work in community engagement in Edmonton Woman Magazine and MUSE Music. Joyce has been awarded many honors, such as the National Philanthropy Day Award by the Association for Fundraising Professionals (AFP) and won the Imperial Sovereign Court of the Wild Rose’s Jean Lawson Award for her advocacy work. In addition, Joyce was nominated for the John Poole Promotion of the Arts Award and the YWCA Women of Distinction Award in the Arts and Culture category. As a leader in her field, Joyce was appointed to the City of Edmonton’s WAVE (Women’s Advocacy Voice of Edmonton) Committee and was named as a You Can Play Ambassador representing Western Canada. Joyce is a graduate of Rider University/Westminster Choir College and spent her entire life on the musical theatre stage. She is a professional musician, writing and performing her own work, as well as singing with Edmonton Opera and the South Pasadena Arts and Music Academy.

We are fortunate to have Joyce as a part of our leadership team and we are excited to benefit from all she has to bring! I look forward to our YESS community of support getting to meet her in the near future!

Corey Mowles
President & CEO
Youth Empowerment and Support Services

Tell us about yourself and your position at YESS!

Hi! My name is Marc Majeau, and I’m a Development Officer with Youth Empowerment and Support Services. I’ve been with YESS since 2022.

You do presentations at schools and empower their giving initiatives. How are school-age youth part of the community that supports the youth who access YESS?

When I’m speaking to students of any age, I let them know that you never really know who is struggling. It could be someone they sit beside on the bus, at lunch, or a classmate. You never know what your neighbor might be going through.

Do you have any remarkable experiences you could share from how schools and students have stepped up to support youth in their community?

I gave a presentation to a junior high in Morinville, and the students were absolutely captivated when I explained to them how much food YESS goes through in a year. When you see some of those numbers, it’s quite staggering. After the presentation, they did a month-long campaign, collecting items for the YESS pantry. When they delivered at the end, it was boxes upon boxes of snacks, about double what they were expecting to collect.

What is one thing you wish the community knew about youth who access YESS?

They’re just kids. We’ve all been one. We know how hard it can be to be sixteen years old (even in the best of circumstances!). People that age shouldn’t have to worry about where they are going to sleep, eat, and shower.

CONTENTS

Understanding Adolescent Crisis Through a Trauma-Informed Lens

Providing Holistic Support

Meeting Youth Where They’re At

Creating a Safe Environment for Learning

Supporting Youth Through the School Year

When a young person is facing a crisis, their world can feel like it’s unraveling. Whether it’s the instability of their living situation, the uncertainty of their future, or the immediate pressures of day-to-day survival, these challenges can create a storm of emotions and behaviors that seem insurmountable. As caregivers, educators, and supporters, our role is to provide stability and understanding to the young people in our lives.

Adolescence is a time of intense transformation, both physically and emotionally. For teens navigating this turbulent period, crises can arise regardless of their family background or financial situation. Understanding and addressing these crises requires a trauma-informed approach that balances both outer and inner stability. By meeting fundamental needs and providing emotional support, we can help teens manage their challenges and foster their growth.

Outer stability involves meeting fundamental needs like food, housing, and hygiene. The mental and emotional stress consumed by meeting basic needs because of instability can prevent a young person from envisioning planning beyond survival. In order for a young person to thrive, stable access to food and safe housing serves more than basic necessities, it creates a foundation of dignity. When young people have the stability of their basic necessities, young people can begin to focus on other aspects of their lives, such as self-esteem, acceptance, education and personal growth.

Inner stability involves fostering safe, connected relationships and providing support for skill development. Safe, reliable relationships provide emotional support and model healthy interactions help youth feel secure and valued, providing protective factors of resiliency against isolation and disconnection. Developing coping skills, problem-solving abilities and emotional regulation requires modelling and support to help young people navigate the complexities of their emotions and situations. When youth receive unconditional positive regard—acceptance and support regardless of their behavior or circumstances—they can build a stronger sense of self-worth. This environment of understanding and respect encourages them to engage more fully with their healing and educational processes.

Understanding Adolescent Crises Through a Trauma-Informed Lens

The adolescent years are marked by significant change, making it a particularly vulnerable time for emotional and psychological crises. Crises in teens can occur in various ways, often masked by the typical ups and downs of adolescence. Trauma in adolescents refers to the emotional and psychological impact of experiencing or witnessing distressing events, such as abuse or severe neglect, which can disrupt their development, behavior, and overall mental health.

Adolescents are particularly susceptible to crises that arise from traumatic experiences such as abuse or neglect. The residual effects of trauma can significantly impact their mental health and behavior. These traumatic experiences may manifest as severe anxiety, persistent depression, or difficulties in establishing and maintaining healthy interpersonal relationships. The psychological and emotional scars left by trauma often hinder adolescents’ ability to navigate social and emotional landscapes effectively.

Substance use frequently emerges as a maladaptive coping mechanism among adolescents in crisis in order to numb emotional pain or escape overwhelming stress. The underlying issues of trauma, such as unresolved emotional pain, feelings of powerlessness, and persistent anxiety, often drive adolescents to use substances as a means of self-medication, seeking temporary escape from their distressing experiences and symptoms. Although these substances may provide temporary alleviation, they often exacerbate underlying issues, leading to a worsening of mental health conditions and potentially resulting in substance dependency or addiction.

In addition, unaddressed mental health issues can escalate to critical situations, leading to self-harm or suicidal ideation. Adolescents suffering from depression may exhibit self-destructive behaviors, as an expression of feelings of worthlessness. In severe cases, these symptoms can culminate in suicidal thoughts or attempts. It is imperative to identify and address early warning signs—such as social withdrawal, significant behavioral changes, or expressions of suicidal ideation—promptly to mitigate the risk of severe outcomes. Teen suicide and self-harm can arise as coping mechanisms for feelings of isolation, worthlessness, and an overwhelming sense of despair; therefore, providing unconditional support and affirming their inherent value is crucial in addressing these extreme responses and fostering their emotional recovery.

Intervening with a comprehensive and trauma-informed approach is essential for effectively supporting adolescents in crisis. By addressing their needs holistically and with sensitivity to their past experiences, adults can help mitigate the adverse impacts of trauma and support the young person’s journey towards recovery and resilience.

Providing Holistic Support

Supporting teens in crisis requires a holistic approach, addressing their needs for physical, mental, emotional, and cultural or spiritual stability and expression. By considering the whole person, we can offer more effective support and foster resilience in young people. This approach not only helps youth cope with current challenges but also empowers them to face future obstacles with confidence.

Physical Support

• The foundation of stability begins with meeting basic needs. Ensure that a teen has regular access to nutritious food, safe housing, and healthcare. These essentials provide more than just physical sustenance; they foster a sense of security and well-being that is fundamental for overall stability. For instance, a teen who knows they will have regular meals and a safe place to sleep is better positioned to focus on their emotional and mental health.

Mental Support

• Provide access to mental health resources, including counseling or therapy, which offer a space for teens to explore their feelings and develop coping strategies. For instance, a therapist might work with a teen struggling with substance use to develop healthier coping mechanisms and address the underlying issues driving their addiction. Additionally, activities that build resilience and self-awareness can play a significant role in mental support.
• Understanding a young person’s interests helps build a stronger, supportive relationship and provides insight into their emotional needs. By engaging with their passions and hobbies, adults can offer tailored support and encouragement that resonates with the individual. This connection can foster a sense of belonging and self-worth, essential for their mental well-being.

Emotional Support

• Building and maintaining strong, trusting relationships are vital. Show empathy, listen without judgment, and offer unconditional positive regard. When teens feel valued and understood, they are more likely to open up and seek help when needed. For example, a supportive mentor or caregiver can provide a safe space for a teen to discuss their experiences of trauma and explore their feelings.

Cultural/Spiritual Support

• Respecting and incorporating a teen’s cultural and spiritual beliefs into their support plan can make a significant difference. This might involve engaging in cultural traditions or providing spiritual guidance that aligns with their values. For instance, a teen from a cultural background that values communal support might benefit from group therapy or community-based activities that align with their traditions.

Supporting young people through their challenges requires a nuanced and compassionate approach. Fostering a truly supportive environment involves more than just addressing immediate needs—it requires connecting with their individual experiences and emotions. Curiosity provides valuable insights into their emotional landscape and social world, as well as providing context in how you can support them well. This curiosity creates a safe, open space where young people can share their concerns without judgement. Share your own teenage experiences to highlight the pressures and overwhelming feelings you once faced. Sharing your own experiences can provide reassurance, highlighting that while life may feel daunting and full of heavy responsibilities, it is a long journey rich with opportunities for growth and new experiences. This perspective helps teens see their current struggles as part of a broader, more hopeful path.

1. Be Curious and Ask Questions

• Show genuine interest in their experiences and daily life by asking about their interests, passions, and activities. This helps build rapport and allows you to understand their unique perspective and emotional needs.

2. Get to Know Their Relationships and Peers

• Without judgment, understand who they spend time with and how these relationships impact them. This insight can help you provide more relevant support and address any social dynamics affecting their well-being.

3. Address Concerns with Non-Judgment and Support

• Approach their issues with empathy and without judgment. Offer a supportive environment where they feel safe discussing their worries and challenges openly.

4. Ask About Their Needs and How You Can Support Them

• Directly ask them what they need from you and how you can best support them. Encourage them to articulate their needs and be receptive to their requests for help.

5. Help Them Visualize a Positive Future

• Share your own experiences and challenges as a teen to help them see that their current struggles are temporary and that life offers many opportunities for growth and change. Engage in enjoyable activities together, such as playing video games or discussing their favorite influencers, to strengthen your connection and provide a sense of normalcy and fun.

Meeting Youth Where They’re At

Supporting teens effectively requires recognizing and accommodating their unique needs, especially during crises. Traditional educational paths may not always be suitable or accessible for every young person. Education can take many forms beyond the confines of a conventional classroom.

For teens facing setbacks in traditional schooling due to personal circumstances or mental health challenges, exploring alternative educational paths is essential. Online courses, community programs, and specialized educational support offer flexible solutions that cater to diverse needs. For instance, a teen struggling with severe anxiety might find online learning more manageable, allowing them to learn at their own pace and avoid the stress of a traditional school setting.

Education is a lifelong journey, and current setbacks do not define one’s potential for future success. As adults, it’s our responsibility to guide young people through the challenges they face, even when their path seems uncertain. While their developing brains may not yet envision the full potential of the future, we have the insight and experience to help them navigate their way forward. Even in the face of suspensions or expulsions, we can foster their education and future by providing trauma-informed and supportive environments. By encouraging teens to explore their interests and develop skills beyond conventional frameworks, we help them discover that their opportunities for growth are limitless. When one door closes, it’s up to us to help them find the window of opportunity that leads to a brighter future. By providing access to resources and alternative pathways to address setbacks, youth can stay motivated and focused on their future.

As a new school year begins, it’s natural for the stress and expectations placed on teens to feel overwhelming. Our role as adults in easing this transition focuses on prioritizing inner and outer stability through consistent encouragement, understanding, and flexibility. A trauma-informed focus on empathic, practical, and attuned responses to the individual needs of each teen. By addressing their needs holistically, young people can navigate crises with support as they grow academically and personally.

As important as education is in the development of young people, it doesn’t have to be limited to traditional classrooms. Education includes learning about oneself, recognizing personal needs, and developing effective coping mechanisms. These skills are essential for young people to navigate current and future crises they will face. Alternative paths, such as online learning or community programs, ensure young people can access the benefits of education in trauma-informed ways that meet their needs and align with their unique circumstances.

By ensuring our expectations are developmentally appropriate to teenagers and trauma survivors, we can proactively addressing any challenges that arise and empower teens to face the new school year with greater confidence and resilience.

Creating a Safe Environment for Learning

Trauma profoundly affects a person’s capacity to learn. The brain’s ability to absorb and synthesize information relies on a sense of safety. For learning and development, the nervous system needs to be in a regulated state where the individual feels secure, what’s known as the “window of tolerance.” The window of tolerance is the state where the nervous system is calm enough to handle everyday stressors and engage in learning new skills. When a young person feels safe, their brain is ready to absorb new information, build skills, and participate in educational activities.

When a teen has experienced trauma, their nervous system often shifts from “growth” mode into “protection”. Survival takes precedence over learning and growth. This state of hypervigilance diverts their focus from learning to managing immediate safety and stability. As a result, their ability to engage in and benefit from traditional educational settings can be significantly impaired. For example, concentration and memory are primarily impacted by hypervigilance—necessary brain adaptations for the classroom.

To support these teens effectively, managing the environment at school and home to prioritize safety and stability allows their brain to focus on growth and development. Trauma-informed practices, such as consistent routines and predictable structures, help teens feel more secure. When their environment is stable, they can shift back from “protection” to “growth”, where their brain can make synaptic connections necessary for learning. By creating a trauma-informed environment that ensures both physical and emotional safety, we help youth shift from a protective mode to a more regulated state conducive to learning. This approach allows their brain to focus on growth and development rather than survival.

The start of a new academic year often brings a mix of excitement and stress, and for trauma survivors, it can be particularly challenging. To effectively support youth during this time, as the adults in their lives, it is essential to maintain open and empathetic communication. Actively listening to their concerns, validating their feelings, and offering practical support can help them feel understood and valued, making it easier for them to handle the challenges of the new school year.

Supporting Youth Through the School Year

As the new school year approaches, new challenges can arise that require empathic support and practical strategies of adults in their lives. Preparing teens for the challenges of the school year involves setting realistic goals and providing non-judgmental support for difficulties they encounter. These commitments increase confidence as youth know they aren’t alone in navigating the complexities of life.

Addressing both their outer needs, such as creating a safe and stable environment, and their inner needs, including emotional and relational support, acknowledges the impact of trauma on their ability to learn and grow. Balancing inner and outer stability can be achieved through consistent encouragement, understanding, and flexibility to manage the pressures teens face. By offering reassurance and managing expectations, we can help teens approach the new school year with greater confidence.

Education should be viewed as a continuous and adaptable process with the option to be tailored to their individual needs. If traditional schooling presents challenges, it’s important to remind teens that there are alternative resources and paths available, and that setbacks do not define their future—opportunities for learning and growth are always within reach.

By prioritizing safety and providing holistic support, we help teens in crisis navigate their challenges and reach their full potential. Education, whether formal or informal, is a lifelong journey that must adapt to each individual’s needs. With the right support, every young person can thrive and continue to grow both academically and personally.

When it comes to supporting youth who are going to school, why are holistic supports (physical, mental, emotional, spiritual/cultural) important to be able to sustain access to education and/or pathways toward education?

Holistic support is vital for youth in education because it ensures they are healthy, emotionally balanced, mentally focused, and culturally grounded. We are an intricate combination of our physical, mental, emotional, spiritual, and cultural needs, and in our educational journey, we cannot cut off part of ourselves. For true success, we must include all aspects of a person. Addressing these diverse needs helps students stay engaged, reduces dropout rates, and improves academic performance by creating a more inclusive and supportive learning environment that promotes overall wellbeing.

We support youth who are experiencing crisis. How does YESS provide wrap-around support for youth who may have non-linear journeys through education to be able to address their healing and stabilization?

YESS provides wrap-around support for youth with non-linear educational journeys by offering comprehensive services that address their unique needs. Learning requires physical, emotional, and psychological safety, which YESS supports by prioritizing the development of inner and outer stabilization. This includes mental health counseling, access to basic necessities like food and shelter, and educational support. YESS emphasizes personalized care, focusing on healing and stabilization to create a foundation for long-term success, helping youth navigate challenges and stay engaged in their education.

What are some real experiences of youth who access YESS and their approach to education?

I have personally seen this with one of the youth accessing YESS. She has demonstrated an effort to continue attending school while also incorporating her cultural and religious principles. She is continuously seeking for ways to improve her life. This impactful experience is one that can foster a youth’s education, career, and a walk towards a better future. She has participated in mentorship programs outside of YESS. Through these programs, a youth gains personalized guidance and support from mentors who offer academic advice, career insights, and personal encouragement. I have seen her confidence build, she is motivated, able to create networking and skill development, all of which contribute to a more robust supportive educational, employment, and housing experience. This helps the youth navigate challenges, set and achieve goals, and stay committed to their educational and career pursuits. 

What is one thing you wish the community knew about youth who access YESS?

One important thing to understand about youth accessing YESS is that they often face a complex mix of challenges, including unstable home environments, trauma, and limited access to resources. These experiences can significantly impact their well-being and educational progress. Recognizing that these youth are not just “at risk” but are also demonstrating resilience and seeking a path to stability can foster a more empathetic and supportive community response. Providing understanding and tailored support can make a meaningful difference in their ability to rebuild their lives and achieve their potential.

Tell us about yourself and your position at YESS!

Hi! I’m currently the Program Kitchen Coordinator here at YESS.  What does that mean?  I’m a professionally trained Red Seal Chef that has a passion for food sustainability, cooking, teaching, and gardening, and I get the pleasure of sharing that knowledge and skills with as many people as possible. 

My role has changed over the years, but it involves highlighting various cultures by hosting a monthly cultural cooking class and dinners.  Other parts of my role include teaching cooking life skills to our youth, running the always expanding garden project, providing groceries and teaching youth how to grocery shop in one of our programs. 

Over the past five years, I’ve taken some initiative to expand my own skills in learning about food trauma and body positivity, which I’ve been able to apply in my own practices with staff and youth, working to help recognize and work through some of their own food trauma and/or just to help expand their knowledge and skills.

Day to day you’ll find me wandering around the garden pulling weeds, chatting with youth and staff about food, cooking with youth, coaching with staff, or grocery shopping. After work, you’ll find me playing in my own garden, paddling on the river, cooking, cuddling with my fur son Henry, or playing some sort of sport.

How do you support youth and youth workers with the “food supports and skills” part of the holistic (physical, emotional, mental, spiritual/cultural) assessment?

My role is focused around supporting youth and staff with food support and skills. I like to focus on addressing education, nutrition, and the emotional needs of our youth and staff when providing support to them. This is done by ensuring access to fresh healthy foods, sharing knowledge, hands-on training, and gardening projects.

 I gain familiarity with staff and open the conversation by being part of the onboarding process, by teaching kitchen and food safety, as well as our internal processes relating to food service. From there, I continue to offer support and resources to staff as requested.

I try to be as trauma informed and holistic as possible by being flexible when working with youth and meeting them where they’re at. I like to make sure classes are as interactive as the youth wants, realistic, and appropriate for their skill level and capacity. 

What is the importance of cultural meals in the spiritual/cultural wellbeing of youth?

Our youth come from a variety of cultures so providing regular cultural meals and cooking classes helps foster healthy connections to heritage and identity, as well as providing educational opportunities to learn about other cultures or share stories about your own culture or family traditions. Having those conversations builds community and connection among our youth and staff, which helps foster respectful relationships. Cultural meals can also provide comfort and a sense of safety among our youth while they may have to navigate unfamiliarity, stress, and change.  I really enjoy learning about different cultural foods, sharing what I learn, and being able to provide culture specific foods for youth as requested. 

What role does the garden at Whyte play in this connection with food?

The garden project at Whyte is one of my favourite parts of my role, and probably proudest as well.  With the closing of Shanoa’s Place earlier this year, and the help of our Volunteer Program Officer and their teams of volunteers, we were able to move that garden over to our Whyte Ave location, and expand our capacity for growing food. 

In spending time in the garden, I find the youth often like to hang around and ask questions about what is being grown, when it will be ready, and maybe tell me their favourite things to make using things from the garden. 

Gardening in itself can be very grounding, healing, and even meditative.  Also, just the benefits of growing your own food is so satisfying.

What is one thing you wish the community knew about youth who access YESS?

One thing I wish the community knew about youth who access YESS is that they are resilient, and resourceful, often facing significant challenges, and still need our support, and understanding while having their needs met. 

I’m Bethany Zelent, Manager of the Wellness Integration Team at YESS. I support a multi-disciplinary mental health team to model, teach, and empower inner stabilization through co-regulation practices to foster holistic emotional, physical, mental, and cultural wellbeing. Providing mental health supports in-house at YESS reduces barriers to young people accessing these services by ensuring they have the help they need when they need it. Accessing mental health supports in the community requires planning, scheduling, transportation, knowledge of resources, and advocacy; but when a young person is in crisis, they need presence, support, and validation. Providing in-house mental health supports literally meets young people where they’re at, as they develop the skills they need to navigate community resources.

In collaboration with subject matter experts and professional consultants, YESS has meticulously designed a comprehensive Holistic Assessment to address the foundations of wellness in young people, ensuring both their basic and existential needs are met and barriers are reduced. The Holistic Assessment, in consultation with Indigenous leaders and Knowledge Keepers, incorporates the elements of the Medicine Wheel—physical, emotional, mental, and spiritual/cultural wellness. Over the last six months, I have been fortunate to have the opportunity to collaborate with a team of experts in the creation and implementation of the Holistic Assessment.

Food transcends all 4 categories of the Holistic Assessment, as an integral aspect of physical, emotional, mental, and spiritual /cultural wellbeing:

• From a physical perspective, regular access to food provides the nutrients necessary for brain myelination, building synaptic connections to support learning and development.
• More than the physical benefits of having their basic needs met, food is deeply connected to our collective experiences of gathering, togetherness, sharing, and legacy. Sharing meals can foster social connections and a sense of community, which are essential for emotional support and mental health.
• At YESS, our collective mealtimes are an opportunity for young people to connect to each other, as well as with staff; after all, food is a great equalizer. The consistency and predictability of regular hot meals provide a sense of safety and stability for young people, which is essential for their emotional and psychological wellbeing.
• Having access to nutritious meals at scheduled times helps create a routine that young people can rely on, reducing anxiety about food insecurity and ensuring their basic needs are met. YESS is fortunate to have the expertise of professional chefs preparing homemade, nutritious, and flavourful meals with great cultural variety twice every day. Young people accessing YESS services have the opportunity to enjoy shepherd’s pie, Tandoori chicken with rice and naan, pumpkin gnocchi, zucchini boats, beef stir fry, and more. This stability not only supports physical health but also fosters a sense of security and trust in their environment, enabling them to focus on learning, social interactions, and personal growth with greater confidence and resilience.

The monthly Cultural Dinner is my personal favourite example of the holistic impact of food on the wellbeing of young people. Each month, two different cultural dinners are prepared in program so young people can observe, participate, and enjoy meals from cultures around the world. Tiffany, our incredible Kitchen Coordinator, informally collects recipes from young people and staff alike to alternate the different cultures and ensure equitable representation. Young people who are newcomers to Canada are able to enjoy familiar food from their home country, fostering a sense of comfort, connection to their culture, and emotional wellbeing. Tiffany has been guided by young people themselves to recreate family recipes, showing ongoing learning as we all continue to develop our cooking skills and relationship with food. For young people disconnected from their culture, whether from a diaspora or urbanization, Tiffany is able to recreate cultural meals to bridge their cultural connection through this great equalizer: food. The process of creating the food includes clean-up and savouring the meal, so young people are taken through the entire process from individual ingredients to a full meal with leftovers they can continue to enjoy. Tiffany has brought Ethopian, Congolese, Indigenous, Indian, and many more cultural dishes to the table of young people to learn and share from one another.

Our goal at YESS is for young people accessing our services to develop the skills they need to thrive in in[ter]dependence (in[ter]dependence in the development of young people is a balance of self-sufficiency and reliance on supportive relationships. By developing a healthy in[ter]dependence, young people learn to be self-sufficient in their life and benefit from the support and collaboration of others to overcome challenges and enhance their wellbeing.) At YESS, we ensure young people have the food they need to be well and also provide the guidance for young people to learn to practice independent meal preparation, budget effectively for groceries, and plan nutritious meals. These skills promote autonomy and contributes to their overall wellbeing and long-term stability. To ensure young people have the personalized guidance they deserve, YESS benefits from the expertise and compassion of our Kitchen Coordinator, Tiffany Sorensen. Tiffany skillfully blends her experience as a Red Seal chef with her education in food trauma recovery and body positivity to offer 1:1 sessions with young people accessing YESS services or after they have achieved in[ter]dependence. Tiffany offers comprehensive services focused on guided skill development in meal preparation, including proper knife handling, food safety practices, and effective food storage techniques to reduce food waste and risk of food-related illness. She also provides tailored guidance on budget-conscious grocery planning and creative cooking with limited ingredients, empowering clients to maximize their resources. Additionally, Tiffany specializes in accommodating neurodiverse needs, offering personalized strategies for grocery shopping and meal planning that cater to diverse sensory and dietary preferences, ensuring inclusivity and accessibility in culinary education.

Food plays a crucial role in shaping the minds and bodies of developing young people, impacting them beyond mere physical sustenance. Proper nutrition supports their physical growth, ensuring organs develop optimally and immune systems remain robust during their formative years. The nutrients in food are instrumental in enhancing cognitive function, sharpening memory, and improving concentration and problem-solving abilities. Moreover, the link between food and mental health is profound. A balanced diet can significantly influence mood regulation and emotional resilience. For instance, deficiencies in key nutrients have been associated with mood disorders such as depression and anxiety, highlighting the importance of nutrition in maintaining emotional wellbeing. Beyond its physiological impacts, the act of sharing meals fosters social connections and provides emotional comfort, promoting a sense of belonging and reducing feelings of isolation among young people. Food is more than just sustenance for young people—it is a cornerstone of their growth, health, and overall quality of life.

Food serves as a powerful therapeutic tool that intertwines our capacity to both accept and receive love. Developing culinary skills not only enhances our ability to prepare nourishing meals but also cultivates a deeper appreciation for self-worth and the significance of self-care. By engaging in the practice of cooking, young people learn to nurture themselves and others, fostering a profound sense of connection and fulfillment. Prioritizing nutritional needs simultaneously recognizes their intrinsic value and an essential act of self-love and affirmation, reinforcing the belief in one’s deservingness of care and compassion. Sharing food offers more than just sustenance; it also reduces isolation by fostering connections and rebuilding trust among individuals.

Young people accessing YESS services are just that—young people. They are learning and growing in their skills, practicing for in[ter]dependence. They are learning and growing, making mistakes, and trying again. All young people deserve to have a safe place to grow and develop because all young people deserve to thrive in the world.