Chapter 20. Providing Information and Enhancing Skills | Community Tool Box

• What is conflict resolution?

• Why should you resolve conflict?

• When should you resolve conflict?

• How should you resolve conflict?

What is conflict resolution?

Conflict, disagreement, and change are natural parts of our lives, as well as the lives of agencies, organizations, communities, and nations.

Conflict resolution is a process through which two or more parties work to understand a disagreement and find a constructive way forward. The disagreement may involve personal, financial, political, organizational, or emotional concerns.

When a dispute arises, negotiation is often one useful way to address the disagreement.

The goals of negotiation are:

• To develop a solution or agreement that the parties can accept
• To use time and resources effectively while allowing enough time for meaningful discussion
• To preserve or strengthen relationships whenever possible

Conflict resolution through negotiation can benefit everyone involved. Often, parties can accomplish more by working through the disagreement together than by ending communication. Negotiation can also uncover shared interests, new options, and resources that may not have been visible at the beginning.

Why should you resolve conflict?

The main goal of negotiation is to reach an agreement or path forward that addresses the important interests of the parties involved as fairly as possible.

Some other good reasons to negotiate are:

• To better understand people whose ideas, experiences, beliefs, priorities, or backgrounds may differ from your own. Resolving a conflict often requires learning how the other parties understand the issue and what matters most to them.
• To maintain or strengthen relationships. A constructive resolution can make future communication and collaboration easier, even when the parties continue to disagree on some issues.
• To find constructive solutions to difficult situations. Prolonged conflict can use large amounts of time, energy, trust, and other resources. Effective negotiation can reduce those costs and sometimes create new partnerships or opportunities.

When should you resolve conflict?

Conflict resolution can be useful for many kinds of disagreement. Our daily lives offer plenty of opportunities for negotiation - between family members, co-workers, friends, organizations, and community groups - and you probably already use a variety of strategies for resolving minor conflicts.

More serious conflicts, especially those involving groups, institutions, significant power differences, or long-standing disagreements, may require additional planning and skills. How should you structure a meeting between the parties? When should you accept a proposed agreement, and when should you continue negotiating? How should you respond when conversations become tense or personal? Read on for more information on specific conflict resolution techniques.

Conflict resolution and negotiation are not appropriate substitutes for safety planning, accountability, or formal procedures when a situation involves violence, abuse, harassment, coercion, threats, discrimination, or another serious risk of harm. In those situations, protecting people's safety and rights may need to come first, and mediation may require specially trained professionals or may not be appropriate at all.

How should you resolve conflict?

There are seven steps to successfully negotiating the resolution of a conflict:

1. Understand the conflict
2. Communicate with the other parties
3. Brainstorm possible resolutions
4. Choose the best resolution
5. Use a third-party mediator when helpful
6. Explore alternatives
7. Cope with stressful situations and pressure tactics

1. Understand the conflict

Conflicts arise for many different reasons. It is important to define your own position and interests clearly while also working to understand the interests of the other parties. Here are some questions to ask yourself so that you can better define the conflict.

Interests

• What are my interests?
• What do I really care about in this conflict?
• What do I want?
• What do I need?
• What are my concerns, hopes, or fears?

Possible Outcomes

• What kinds of agreements or outcomes might be possible?

Legitimacy

• Is there a trusted third party who could help the parties evaluate whether a proposed agreement is fair?
• What objective standards might help us evaluate whether an agreement is fair? Examples might include law, research evidence, professional standards, community agreements, or market value.
• Is there a relevant precedent that might help us evaluate possible agreements?

Their Interests

• What are the interests of the other parties?
• If I were in their position, what might I care about most in this conflict?
• What do they want?
• What do they need?
• What might their concerns, hopes, or fears be?

Interests play an important role in understanding conflict. Groups sometimes spend so much time bargaining over fixed positions that they lose sight of the reasons behind those positions. Once people become strongly identified with a single position, changing it can feel like losing. Exploring underlying interests can create more room for solutions that address what each party actually needs or values.

Example:

Your parent group wants the local high school to revise the way U.S. history is taught. You are concerned that the current textbook and curriculum give too little attention to the histories and experiences of Black, Latino, Asian American, Indigenous, and other communities.

You might begin by saying, "The only acceptable solution is to replace the current textbook with The People of the United States, and that's final." That statement presents one fixed position rather than explaining the interests behind it. If the School Committee rejects that particular textbook, the discussion may quickly reach a dead end.

A more productive approach would be to state the underlying interest: "We're concerned that the current curriculum does not adequately represent the histories and experiences of the diverse communities that have shaped the United States. We'd like to work together on ways to address those gaps."

The same interest could be addressed in several ways. The School Committee might adopt a different textbook, add supplemental readings and primary sources, revise required units, include more local and community history, or make broader curriculum changes. Different solutions may address the same underlying concern.

2. Communicate with the other parties

Now that you have thought through your own interests and those of the other parties, you can begin to communicate directly. Here are some tips for productive conversations:

• Listen. If something is important to another party, you need to understand that even if you don't agree with it.
• Create meaningful opportunities for participation. People who are affected by the outcome should have appropriate opportunities to contribute to the discussion and understand how decisions will be made.
• Acknowledge strong emotions. Conflict can involve anger, frustration, fear, grief, or disappointment. Allow people to express concerns while maintaining expectations for respectful and safe communication.
• Don't automatically respond to escalation with escalation. If the conversation becomes heated, slow down. Clarify misunderstandings, take a break if necessary, and apologize when you have genuinely caused harm or made a mistake.
• Be an active listener. Rephrase what you're hearing as a question: "Let me see if I'm following you. You're saying that... Have I got that right?" You can listen carefully while still being clear and firm about your own concerns.
• Describe your own experience and concerns rather than assigning motives to the other party. In the textbook example, you might say, "I'm concerned that my children aren't seeing the histories of many communities reflected accurately in the curriculum," rather than assuming that the other party intentionally chose an exclusionary curriculum.
• Be concrete, but flexible. Be clear about your interests and needs while remaining open to more than one possible solution.
• Avoid early judgments. Keep asking questions and gathering information before deciding that you fully understand the other party's perspective.
• Look for shared responsibility where appropriate. Rather than treating the problem as belonging entirely to one party, ask what each person or group can contribute to a workable solution.
• Make it possible for people to reconsider or modify their positions without humiliation. People are more likely to move toward agreement when changing course does not require them to publicly admit defeat.

3. Brainstorm Possible Resolutions

Now that you better understand the interests of the parties and have begun communicating, you can start thinking about possible solutions. Look for shared interests as well as differences. Even groups in serious conflict often have some common goals, such as stability, safety, fairness, financial sustainability, community trust, or respect.

Before you hold a brainstorming meeting, think carefully about how you'll set it up. Write a clear purpose statement. Consider a group size that allows everyone to participate. Choose a setting that is accessible and where participants can communicate safely and comfortably. If helpful, use a neutral facilitator who can guide the process without advocating for one side.

Decide whether it makes sense to brainstorm together or for each group to develop ideas separately before meeting. In either case, establish some ground rules.

• Generate as many ideas as possible before evaluating them. Early criticism can make people less willing to suggest creative options.
• Try to expand rather than prematurely narrow your options.
• Look for solutions that address important interests of all parties where possible.
• Consider what would make an agreement realistic and acceptable for the people who need to carry it out.
• During the meeting, make the problem -- rather than the people -- the focus. Use a whiteboard, shared document, large pad of paper, or another visible method to record ideas. The facilitator can review the purpose and ground rules and make sure participants have opportunities to contribute.

4. Choose the best resolution

After brainstorming, review the possible resolutions together. Consider which options best address the interests of the parties, protect important rights and needs, are realistic to implement, and are likely to be sustainable.

The goal is not necessarily to split everything equally. A strong resolution is one that the parties can accept as fair and workable and that addresses the most important interests involved.

5. Use a third-party mediator

As you work toward a resolution, you may want to use a third-party mediator. A mediator is someone who is not part of either side of the conflict and whom the parties trust to help facilitate a fair process. A mediator can help clarify interests, structure discussion, identify areas of agreement and disagreement, and help the parties evaluate possible resolutions.

For example:

Suppose your community group and the school district disagree about materials for a new elementary school playground. Rather than relying on personal preference, a mediator could help both parties identify relevant safety standards, accessibility guidance, environmental considerations, maintenance requirements, and costs. The parties could then agree to evaluate the options using those shared standards.

Your mediator could also, for example, facilitate your brainstorming session.

Here are some other possible roles for a mediator:

• Helping the parties establish ground rules for communication
• Creating an appropriate and accessible setting for meetings
• Helping identify possible compromises or new options
• Creating space for both parties to express concerns and strong emotions constructively
• Listening to both parties and helping clarify what each is communicating
• Identifying the interests behind each party's positions
• Looking for solutions that benefit or are acceptable to all parties
• Helping the parties remain focused, constructive, and respectful
• Helping people modify positions without feeling publicly defeated or disrespected
• Helping draft an agreement that accurately reflects what the parties have decided

Suppose Harriet is considering leaving her job because her supervisor wants to transfer her to another office. Through discussion, a mediator may discover that the location itself isn't Harriet's main concern; she's worried that the transfer will reduce her responsibilities or professional standing. The mediator can help Harriet and her supervisor clarify that concern and explore whether the transfer can occur without changing her role, compensation, or opportunities.

6. Explore alternatives

There may be times when, despite serious effort, you cannot reach an acceptable resolution. Think about this possibility before negotiations begin. At what point would you decide that a proposed agreement is not acceptable? What alternatives are available if an agreement cannot be reached?

It is helpful to identify your alternatives early in the process and keep your strongest realistic alternative in mind as negotiations continue. Compare proposed agreements with that alternative rather than accepting an agreement simply because you have invested time in negotiating.

To identify alternatives, brainstorm several possibilities. Consider the strengths, drawbacks, likely consequences, and feasibility of each one. Think about whether any of them can be improved.

Also consider the alternatives available to the other parties. Understanding what they might do if negotiations fail can help you better understand their choices and interests.

Roger Fisher and Danny Ertel call your strongest alternative your BATNA -- Best Alternative To a Negotiated Agreement. You can read more about BATNA in their book Getting Ready to Negotiate.

7. Cope with stressful situations and pressure tactics

Negotiations do not always take place between parties with equal power, resources, influence, or willingness to cooperate. One party may have much greater authority, may refuse to meet, may create artificial deadlines, or may use other tactics that increase pressure.

When this happens, avoid making rushed decisions simply to end the discomfort. Slow the process down when possible, identify the pressure tactic, return to your interests and alternatives, and seek advice or support when needed. Significant power imbalances may also make a mediator, advocate, facilitator, or other outside support especially important.

Here are some possible situations:

The other party has more power or influence

A strong understanding of your alternatives can help you negotiate more effectively even when the other party has greater formal power. Consider what resources, relationships, evidence, public support, legal rights, policies, or other forms of influence are available to you. A mediator, advocate, coalition partner, or trusted advisor may also help strengthen the process.

The other party won't change its position

If another party appears unwilling to move, avoid responding by becoming equally rigid. Ask questions. Listen to the reasoning behind the position. Try to identify the underlying interests, concerns, constraints, and fears. Understanding why someone is holding a position may reveal options that neither side initially considered.

In Summary

Conflict resolution works best when the parties move beyond fixed positions and try to understand one another's interests, concerns, and needs. The strongest outcome is not always a perfect "win-win," but a fair, realistic, and sustainable resolution that the parties can accept and carry out.

Successful conflict resolution requires listening, clear communication, creativity, attention to power differences, and a willingness to consider more than one possible solution. When necessary, neutral mediators or other trusted third parties can help people work through difficult disagreements while protecting relationships, rights, and community well-being.

What is conflict resolution?

___Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them

Why should you use conflict resolution?

___You want to come to an agreement that benefits all parties

___You want to understand more about those whose ideas, beliefs, and backgrounds may be different from your own

___You want to ensure that your relationships with opponents continue and grow

___You want to find peaceful solutions to difficult situations

___You want to save your energy for more productive activities than battles

___You know when you should resolve the conflict

___You have decided if the conflict is between individuals or groups (or an individual and a group)

What are the seven steps to resolving conflict?

___You understand the conflict:

• You understand both sides' interests
• You have considered the possible outcomes of the negotiation
• You have considered possible mediators and objective standards to help resolve the dispute

___You are ready to communicate with the opposition:

• You are willing to negotiate with the opposition in order to find a resolution
• You want to learn from your opposition
• You want to turn your opposition into an ally

___You are prepared to brainstorm for possible resolutions

___You have selected the best resolution

___You have found a third party mediator and/or objective standard

___You have set a best alternative for yourself if negotiations fail

___You are ready to identify and cope with stressful situations and pressure tactics

Tool: Determining interests of both parties

This tool will help you access what is important for you and what is important for your opponent. Filling in the questionnaire you can examine your best alternatives to find a solution to your conflict.

My Interests

• What are my interests?
• What do I really care about in this conflict?
• What do I want?
• What do I need?
• What are my concerns, hopes, fears?

Possible Outcomes

• What kinds of agreements might we reach?

Legitimacy

• What third party, outside of the conflict, might convince one or both of us that a proposed agreement is a fair one?
• What objective standard might convince us that an agreement is fair? (a law, an expert opinion, the market value of the transaction?)
• Is there a precedent that would convince us that an agreement is fair?

Their Interests

• What are the interests of my opposition?
• If I were in their shoes, what would I really care about in this conflict?
• What do they want?
• What do they need?
• What are their concerns, hopes, fears?

Exploring alternatives

What's my best alternative to negotiations?

• Pros
• Cons:

Ways to make my alternative even better:

What's their best alternative to negotiations?

• Pros:
• Cons:

Ways to make their alternative less appealing:

 

A PowerPoint presentation summarizing the major points in the section.

• How can community builders communicate with parents about prevention issues?

• What can parents do to support their children's health, safety, and well-being?

As community builders and health care workers, we need to think about how to support families in helping children and adolescents stay healthy and safe. Families may be navigating many concerns, including substance use, sexual health, violence, tobacco and nicotine use, unhealthy eating or weight-control behaviors, and other situations that can affect young people's health and well-being.

Parents and caregivers care deeply about their children and often want reliable information, practical strategies, and supportive resources that can help young people make healthy and informed choices.

As community builders, we can help. We can develop prevention education programs that are useful, accessible, and responsive to families. We can reach out to families throughout the community, build on their strengths and knowledge, and connect them with information, services, and support when needed.

However, no matter what we do, we have to start with the basics. In order to work effectively with parents and caregivers, we need to communicate respectfully about important and sensitive issues. Families may have different levels of access to reliable information and may have previous experiences with schools, health care systems, social services, or other institutions that affect their trust. Community builders should take those experiences seriously and focus on building respectful, transparent relationships rather than assuming that mistrust is something families simply need to overcome.

Additionally, we can help parents and caregivers identify ways to support their children's healthy development and decision-making. For example, what can adults do so young people feel comfortable coming to them when they need to talk or ask for guidance? How can families establish clear and reasonable expectations? How can they talk openly and accurately about relationships, sexual health, substance use, violence, and other sensitive issues?

How can community builders communicate with parents about prevention issues?

As community builders, we are eager to support families. But working with families around prevention issues is not always simple. Some parents and caregivers may have had experiences in which professionals or service systems approached them with criticism, assumptions, or unwanted advice rather than listening to their knowledge and priorities.

To be truly helpful to parents and families, we need to approach them as partners. That means recognizing their knowledge and strengths, understanding the circumstances they are navigating, listening to what they identify as important, and offering useful information and support without assuming that professionals always know best.

Trust develops through respectful and consistent relationships. When parents and caregivers feel heard and valued, they may be more comfortable asking questions, sharing concerns, and working collaboratively with community organizations.

Parenting can be demanding, and families may be balancing work, caregiving, financial pressures, housing concerns, health needs, transportation, and many other responsibilities. Some families have strong extended-family and community support networks, while others may have fewer people or resources available to help. Communities can support parents more effectively by recognizing these different circumstances rather than placing responsibility for every challenge solely on individual families.

Parents and caregivers bring important strengths to their children's lives. They know their children in ways that professionals and community organizations often do not, and many are continually learning, adapting, and working to support their children's growth and well-being.

At the same time, parents may not always have access to all of the information, time, resources, or support they would like. Community organizations can help close those gaps without suggesting that families themselves are deficient.

As community builders, our goal is therefore to communicate in ways that build trust and draw on the expertise and knowledge of parents and caregivers. Here are some steps you can take.

How do you communicate with parents about prevention?

Treat parents with respect

It's simple and essential, but easy to forget. Respect is fundamental to building trust. Approach parents and caregivers as people with knowledge, strengths, experiences, and genuine concern for their children's well-being. If communication conveys disrespect, judgment, or superiority, people are less likely to see the relationship as useful or trustworthy.

Listen without judgment

Listening is one of the most important elements of building trust. Parents and caregivers may not always have enough time or space to talk through concerns about their children. Listening carefully and without judgment can help people reflect on what is happening, identify strengths and challenges, and decide what kind of support or information might be useful.

Listening also helps community builders understand what families actually need rather than making assumptions. Parents may be balancing stress, uncertainty, competing responsibilities, or strong emotions, and giving them space to explain their experiences can lead to more useful conversations.

Emotions may surface during these conversations. If someone becomes sad, frustrated, angry, or overwhelmed, allow space for those emotions without rushing to stop them or immediately trying to solve the problem. Listen, acknowledge what the person is experiencing, and ask what kind of support would be helpful.

Appreciate parents and the job they are doing

Parents and caregivers often benefit from having their efforts recognized. When you notice something a parent is doing well, acknowledge it sincerely and specifically. Strength-based feedback can reinforce effective parenting practices and help create a collaborative relationship focused not only on problems, but also on what families are already doing successfully.

Build on the expertise of parents

As you begin to share information about prevention, start with what parents and caregivers already know. Ask what they have noticed about their children, what has worked in the past, and what concerns or questions they have. A parent may know, for example, that their adolescent communicates more openly after having time to decompress after school than immediately upon arriving home.

No parent has all the answers, and neither does any professional. Parents do, however, bring extensive knowledge of their children, family relationships, culture, routines, strengths, and circumstances. Connecting new prevention information with that existing knowledge can make strategies more relevant and practical.

Offer useful information about prevention to parents

Parents and caregivers often want dependable, current information about substance use, tobacco and nicotine products, sexual health, healthy relationships, violence prevention, mental health, eating behaviors, and other issues that may affect young people.

Whenever possible, respond to the questions families are actually asking and provide information in clear, accessible language.

Remember, less is often more. Detailed information can be valuable, but parents do not need to become experts on every issue before they can support their children. Practical strategies -- such as communicating openly, setting developmentally appropriate limits, recognizing warning signs, and knowing where to find reliable help -- may be more useful than overwhelming families with facts and statistics.

Avoid using fear unnecessarily. Prevention messages are generally more useful when they are accurate, realistic, and focused on helping families make informed decisions rather than frightening them.

Offer opportunities for parents to get together

Bringing parents and caregivers together for a meal, forum, discussion, workshop, or support group can provide valuable opportunities to share experiences, learn from one another, and build supportive relationships. Connecting with others who are navigating similar challenges can reduce isolation and strengthen community networks.

An ongoing parent meeting or support group may be especially helpful over time. Participants can discuss the successes and challenges of parenting, exchange ideas, and support one another. As trust develops, people may become more comfortable discussing difficult or sensitive issues.

Support groups can also give parents a place to process stress and frustration so that they have more emotional capacity for their children. Groups should promote respectful communication, confidentiality, and constructive ways of managing difficult emotions.

Parent groups can help people recognize their strengths, think through challenging situations, and learn from the experiences of others.

You can also encourage informal peer-support relationships in which parents or caregivers check in with one another regularly. These relationships might involve sharing experiences, listening, exchanging practical ideas, or simply offering encouragement.

Encourage parents to advocate for their children when necessary

Although families can do a great deal within the home, some challenges also require changes in schools, health systems, community organizations, or other institutions. For example, if a parent believes their child is experiencing racial discrimination at school, addressing that concern may require action within the school or district rather than expecting the family or child to resolve the problem on their own.

Parents and caregivers may face barriers when raising concerns with schools, school boards, health systems, or other institutions. These barriers may include unfamiliar procedures, language access, previous negative experiences, time constraints, concerns about retaliation, or uncertainty about how to begin. Community builders can provide information, accompany families when appropriate, connect them with advocacy organizations, or offer leadership and advocacy training.

So, now you are better prepared to communicate with parents and caregivers about sensitive issues. What information and strategies can help them support their children's health, safety, relationships, and decision-making? Read on.

What can parents do to support their children's health, safety, and well-being?

Below are some general strategies parents and caregivers can use to support healthy development and reduce the likelihood of harmful outcomes. Many of these steps do more than prevent problems -- they can also strengthen relationships, confidence, communication, and resilience.

• Stay connected with your children and adolescents
• Talk with children about your values and expectations
• Give your children reliable, age-appropriate information
• Help your children build decision-making and communication skills
• Get the help and support you need

Stay connected with your children and adolescents

Staying connected with your children is an important part of supporting healthy development. Young people benefit from relationships with parents, caregivers, and other trusted adults who listen to them, care about them, and are available when they need support. This doesn't mean families will never disagree. Conflict and changes in closeness are normal parts of family relationships. What matters is creating ongoing opportunities for communication, trust, and reconnection.

Children and adolescents vary in how they show closeness and how much independence they want at different stages of development. Even when a young person seems less interested in family interaction, maintaining a respectful and dependable relationship can provide an important source of support.

Here are some ways to stay connected with your children and adolescents:

Listen

Just as parents need people who will listen to them, children and adolescents also need opportunities to be heard. Listening carefully can build trust and help you understand what your child is experiencing.

Listening isn't always easy. Concern can lead adults to interrupt, lecture, solve problems too quickly, or ask more questions than a young person is ready to answer. Sometimes the most useful first step is simply giving them time to speak.

Children also communicate in different ways. Younger children may communicate through play, behavior, drawings, or emotions. Adolescents may prefer talking while doing another activity, communicating by text, or waiting until they feel ready. Pay attention to the different ways your child communicates.

For example, a younger child may reveal what's on their mind while playing, while an older child may begin talking during a car ride, while listening to music, cooking together, or spending time in the same room. Let communication happen in ways that feel comfortable and appropriate for your child.

Appreciate your children

Children and adolescents benefit from knowing that the adults who care for them notice their strengths, effort, growth, kindness, creativity, persistence, and other positive qualities. Specific and sincere encouragement can strengthen connection and confidence.

Appreciation does not mean ignoring problems or pretending everything is going well. It means making sure your relationship includes recognition of who your child is and what they are doing well, not only correction when something goes wrong.

Spend enjoyable time with your children

Shared activities are a valuable way to stay connected. What those activities look like will vary by age, interests, culture, ability, and personality. You might play a game, cook, read, exercise, watch a show, work on a project, go for a walk, listen to music, or simply spend time talking.

Parents and caregivers are often tired and busy, so this doesn't have to involve large amounts of time or elaborate activities. Short, consistent opportunities for positive interaction can still matter.

Set aside one-on-one time with your children

Family life can be busy and full of interruptions. Setting aside even a short period of focused time with an individual child can help strengthen your relationship.

Depending on your family's schedule and your child's age, you can:

• Spend uninterrupted time together doing something your child enjoys
• Let your child help choose the activity
• Take an interest in activities that matter to your child, even when they aren't activities you would choose for yourself
• Focus on enjoying time together rather than using every interaction to correct behavior or discuss problems

Help children understand and express their emotions

Children and adolescents experience a wide range of emotions. Helping them recognize, name, and express those emotions in safe ways can support communication and emotional development.

When a child becomes upset, avoid assuming that you immediately know why. Ask what happened, listen, and help them identify what they are feeling. Some children may want to talk right away; others may need time to calm down first.

Laughter, play, quiet time, movement, conversation, creative activities, and crying can all be ways people respond to emotion. The goal is not to eliminate difficult feelings, but to help children learn ways to express and manage them without harming themselves or others.

Anger can have many causes, including frustration, fear, embarrassment, disappointment, feeling misunderstood, or experiencing unfair treatment. Stay curious about what may be underneath the anger while also maintaining appropriate limits around threatening, destructive, or harmful behavior.

Be affectionate and show your caring

Children and adolescents benefit from regular reassurance that they are cared for. Affection can take many forms, including hugs when welcomed, encouraging words, time together, checking in, helping with something important, or simply saying that you love and appreciate them.

Respect your child's preferences and boundaries around physical affection. As children grow, the ways they prefer to receive affection may change.

Don't give up when you and your child temporarily disconnect

Stress, disagreements, changing developmental needs, and everyday pressures can sometimes create distance between parents and children. A temporary disconnection does not necessarily mean the relationship is damaged permanently.

Reconnection may take patience. Rather than pressuring a child to talk before they're ready, continue offering calm, low-pressure opportunities for connection.

• Do something enjoyable together without immediately returning to the conflict
• Take care of your own stress so you can approach your child calmly
• Let your child know you're available when they're ready to talk
• Look for ordinary opportunities to reconnect through shared activities
• Return to the disagreement when both of you are calm enough to communicate constructively

If you and your child have felt disconnected for a long time, rebuilding trust may take time. Continue showing interest, reliability, and respect. If the relationship remains difficult or there are serious concerns about communication, behavior, safety, or mental health, consider seeking support from a family counselor, health professional, school professional, or another trusted resource.

How to stay connected with pre-teens and adolescents

As children become more independent, their relationship with parents and caregivers often changes. They may share less immediately, spend more time with peers, or want greater privacy. These changes don't necessarily mean they no longer value their relationship with you.

Adolescents may communicate more easily while doing something else together rather than during a formal conversation. Driving somewhere, making food, watching a show, exercising, gaming, listening to music, or simply spending time in the same room may create natural opportunities for conversation.

Take an interest in the people, activities, music, games, sports, causes, and other things your adolescent cares about without pretending to know everything about them. Respectful curiosity can help you stay connected while also recognizing their growing independence.

Talk to children about your values and expectations

Communicate and model your values

It can be helpful to talk openly with children about your values, beliefs, and expectations. As children grow, they encounter different viewpoints from family, peers, school, media, online communities, and the broader world. Clear conversations about what your family values can give them a foundation for thinking through difficult choices.

At the same time, ask children what they think and why. Helping young people examine information, consider different perspectives, and develop their own reasoning can strengthen their ability to make thoughtful decisions.

Children also notice whether adults' behavior matches what they say. Parents do not need to present themselves as perfect. When appropriate, acknowledging mistakes, apologizing, and talking honestly and age-appropriately about challenges can model responsibility, reflection, and growth.

Tell your children what you expect from them

Clear, age-appropriate expectations can help young people make decisions when they encounter situations involving alcohol and other substances, nicotine products, sexual activity, violence, driving, parties, online behavior, and other issues.

Talk through realistic situations in advance. For example, what should your adolescent do if the person who is supposed to drive has been drinking or using other substances? Can they call you for a ride without fearing an immediate punishment? What are your family's expectations about alcohol, vaping, relationships, consent, curfews, parties, and checking in? Clear expectations are most useful when children also understand the reasons behind them.

Give children reliable information about substance use, sexual health, relationships, body image, and other health issues

Children and adolescents need accurate, age-appropriate information. They receive information from many sources -- friends, school, social media, websites, television, videos, influencers, and others -- and the quality of that information varies. Parents and caregivers can help young people evaluate what they hear and know where to find trustworthy information.

You may need to educate yourself as well. Health care providers, schools, public health agencies, evidence-based prevention organizations, and other credible sources can help.

When choosing books, websites, videos, curricula, or other prevention materials, consider who created them, whether the information is current, whether credible evidence supports the recommendations, whether they are appropriate for your child's age, and whether the material respects the experiences and identities of the young people using it.

Often, the best conversations begin with listening. Ask what your child already knows, what they have heard from friends or online, and what they think about it. Then clarify misinformation and provide additional information as needed. Try to create an atmosphere in which young people can ask questions without immediately feeling judged or punished.

Give accurate information without exaggerating risks simply to frighten children. When young people later discover that a warning was misleading, they may become less likely to trust other guidance. Honest, realistic information is more likely to support informed decisions.

Help children build skills in making decisions

Encourage thoughtful decision-making

Children and adolescents need opportunities to practice making choices. Decision-making develops over time through experience, guidance, reflection, and increasing responsibility.

One way to build these skills is to give children developmentally appropriate choices and allow them to experience reasonable consequences when it is safe to do so.

For younger children, choices might include selecting between two activities, choosing what book to read, deciding how to organize a project, or choosing among parent-approved after-school activities. Older children and adolescents might take increasing responsibility for schedules, budgeting, extracurricular activities, schoolwork, or other decisions appropriate to their age.

When possible, use everyday decisions as opportunities for learning rather than deliberately creating situations likely to make a child sick, frightened, or unsafe. Natural consequences that arise within reasonable boundaries can teach valuable lessons without exposing children to unnecessary harm.

As children make decisions, stay available to help them think through their options. Ask questions such as: What matters most to you? What might happen if you choose this option? Who else could be affected? What would you do if things don't go the way you expect?

For example, an adolescent deciding whether to continue a dating relationship may benefit from questions such as, "How do you feel when you're with this person?" "Do you feel respected and safe?" "Are your boundaries respected?" and "What do you want from this relationship?" Whenever safety permits, the goal is to help them build their own judgment rather than making every decision for them.

At times, parents and caregivers do need to intervene or set limits, particularly when a decision could create serious or immediate harm.

Set sensible limits

Children and adolescents are still developing judgment and may not always recognize risks or understand the consequences of a decision. At other times, they may act in ways that could harm themselves or others. Clear and developmentally appropriate limits can help protect safety while also teaching responsibility.

Limits are generally most effective when they are explained clearly, connected to the behavior in question, applied consistently, and combined with respect and care.

Strong emotions may arise when limits are set. A child or adolescent may feel angry, frustrated, disappointed, or misunderstood. Those emotions can be acknowledged without allowing threats, physical aggression, harassment, or other harmful behavior. Parents can communicate, "I understand that you're angry, and we can talk about that. It's still not okay to hurt someone or destroy things."

Whenever possible, choose consequences that relate logically to the situation and help the young person practice the behavior you want them to develop. For example, if an adolescent repeatedly misses an agreed-upon check-in time, you might temporarily adjust the curfew and create a plan for demonstrating reliability before extending it again.

Keep your child's environment safe

Parents and caregivers can reduce unnecessary access to potentially harmful substances and products. Store medications, cannabis products, alcohol, firearms, nicotine products, toxic chemicals, and other potentially dangerous items securely and in ways appropriate to the age and circumstances of children in the household.

Environmental safety is only one part of prevention. As young people become more independent, communication, skills, supportive relationships, and accurate information become increasingly important.

Teach skills for handling pressure, setting boundaries, and asking for help

Children and adolescents may encounter pressure related to substance use, vaping, sexual activity, violence, risky online behavior, or other situations. Help them think in advance about how they might respond, leave an unsafe situation, set boundaries, contact a trusted adult, or support a friend who needs help.

Conversations about sexual situations should include consent, respect for boundaries, healthy relationships, contraception, and STI prevention rather than focusing only on "refusal." Young people should understand that they have the right to say no, change their mind, communicate what they do want, and expect others to respect their boundaries.

Role-playing can help young people practice difficult conversations. For example, you might practice how they could respond if someone pressures them to vape, drink alcohol, use another substance, send an intimate image, get into a car with an impaired driver, or participate in something that makes them uncomfortable. Keep the activity realistic and supportive rather than turning it into an interrogation.

Get the help you need

In order to support your children, you may need support too. Parenting and caregiving can be demanding, particularly when combined with work, financial pressures, health concerns, relationship stress, or other responsibilities. Taking care of your own well-being can help you remain more present and responsive with your children.

Support may come from friends or family, parent groups, faith or community organizations, schools, health care providers, family counselors, mental health professionals, parenting programs, respite services, or other community resources. Seeking support is not a sign of failure; it is one way families strengthen their ability to respond to challenges.

In Summary

Children and adolescents are important members of every community, and supporting their health and well-being is a shared responsibility. Parents and caregivers play a central role, but families are most effective when they also have supportive relationships, reliable information, accessible services, safe environments, and communities that help young people thrive.

Community builders can contribute by listening to parents and caregivers, respecting their knowledge, providing useful information and resources, reducing barriers to support, and creating opportunities for families to connect with one another. Parents and caregivers, in turn, can strengthen relationships with their children, communicate openly, establish clear expectations, support growing independence and decision-making skills, and seek help when they need it.

Communicating with parents about prevention:

___You empower parents rather than correct them

___You treat parents with respect

___You listen to parents without judgment

___You appreciate parents and the job they are doing

___You build on the expertise of parents

___You offer information and assistance to parents about prevention

___You offer opportunities for parents to get together

___You encourage parents to advocate for their children when necessary

___You get additional help for parents and families when necessary

Parents preventing their children's risky or dangerous behavior:

___Stay connected with your children and teens:

• Listen
• You appreciate your children
• You play with your children
• You set up "special time" with your children
• You show affection and caring
• You help children express their emotion
• You persist when your child and you temporarily disconnect
• You appreciate yourself, even when you cannot do all these things

___Talk to children about your values and expectations:

• You communicate and model your values
• You tell your children what you expect from them

___Give children information about drugs, alcohol, tobacco, weight loss, unsafe sex, violence, etc.:

• You give them accurate information
• You encourage them to ask questions

___Help children build skills in making decisions:

• Encourage sound decision-making
• Set sensible limits
• Keep your child's environment safe
• Teach refusal skills

___Get the help you need and support you need as a parent

A PowerPoint presentation summarizing the major points in the section.

 

You're an adult walking through the shopping mall when you see a group of adolescents talking, laughing, and full of energy. You find yourself wondering how that energy, creativity, and enthusiasm might contribute to something meaningful in the community.

Or maybe you're a young person, and a student at your school recently died by suicide. You didn't know them well, but the loss still affects you and others around you. You want to better understand how young people can support one another, how to recognize when someone may need help, and what your school or community can do to promote mental health and connection. Some of your friends feel the same way. What can you all do?

Whether you're a concerned young person or an interested adult, one option is to help start a youth organization. Organizations led by or created with young people can contribute a great deal to a community. Think of the organizations you already know about--you may have participated in some yourself. Youth organizations can focus on almost any topic and pursue a wide variety of goals. Here's a grab-bag of examples:

• Scouting or other youth leadership organizations
• Soccer leagues and other sports organizations
• A student-led safe-driving or substance-use prevention group
• A student chapter of a human rights organization
• A class or student organization that volunteers in the community
• A youth advisory council for a city-wide health or community organization

Youth organizations can be started by young people themselves, by adults working in partnership with young people, or by both together. In this section, we'll look at the steps in developing a youth organization from several perspectives. We'll start with what a youth group can be and the advantages of creating one. Then we'll talk about who might help start the group and the different roles young people and adults can play. Next, we'll look at when it may be a good time to start a group and how to go about doing it. Finally, we'll offer some specific guidance for adults who serve as mentors, facilitators, sponsors, or partners.

What form can a youth organization take?

A youth organization can be almost as broad--or as narrow--in scope as an organization for adults or for the community as a whole. Youth organizations can operate through schools, faith communities, neighborhoods, recreation centers, libraries, community organizations, or online and hybrid spaces. They may operate locally, nationally, or internationally. They can be organized and led by young people themselves, developed through youth-adult partnerships, or supported by adults such as coaches, educators, faith leaders, community organizers, or youth-serving professionals. A local youth organization can also be one part of a larger effort; for example, a community coalition addressing substance use might have a youth advisory council that helps identify priorities, develop strategies, and evaluate what is likely to work with young people.

In this section, we are going to concentrate primarily on youth organizations developed to improve the community--for example, groups focused on health, community safety, environmental issues, civic engagement, mental health, or social justice. However, many of the ideas discussed here can also apply to student groups, arts organizations, sports teams, service clubs, and other groups that bring young people together around shared interests.

One example might be a youth-led community organization that brings together young people from different neighborhoods, schools, cultures, and backgrounds to identify issues that matter to them and develop projects in response.

Its goals might include:

• Creating safe, welcoming, and inclusive spaces for young people
• Promoting open communication among young people
• Building relationships across cultures, identities, and communities
• Developing leadership skills and opportunities for young people

Such a group might hold regular meetings where young people discuss issues such as culture, race, relationships, mental health, education, violence prevention, or community conditions. It might also provide opportunities for leadership development, career exploration, mentoring, advocacy, and community service.

Young people might also use music, dance, theater, visual art, video, podcasts, social media, or other forms of creative expression to explore issues that affect their lives. They could share their work in schools, neighborhoods, community centers, online platforms, or public events.

This type of organization illustrates how young people can identify issues they care about, create supportive spaces, build relationships, develop leadership skills, and contribute directly to their communities.

Why establish youth organizations?

Participation in a youth organization can offer important benefits for young people as well as for the broader community. One of the most obvious advantages is that youth organizations give young people meaningful opportunities to address issues that matter to them, such as education, mental health, violence prevention, environmental concerns, civic participation, or community safety. There are many other potential benefits as well.

Advantages for young people:

• Being part of a group can help young people develop personal and interpersonal skills, including critical thinking, problem-solving, communication, collaboration, and shared responsibility.
• It can help young people build confidence and recognize that their ideas, experiences, skills, and leadership can make meaningful contributions to their communities.
• It can strengthen protective factors by helping young people develop supportive relationships, positive identities, leadership opportunities, and meaningful connections to their communities. These experiences can support healthy decision-making and reduce exposure to some harmful situations.
• Young people involved in organizations can develop skills useful in school, work, and civic life, including organizing projects, facilitating meetings, communicating with different groups, managing responsibilities, and working as part of a team.
• Organizations can provide welcoming spaces where young people can express themselves through conversation, arts, recreation, advocacy, service, or other activities and build relationships with peers and supportive adults.
• Youth organizations create opportunities for young people to practice leadership and participate in decisions that affect them.
• Young people can exchange credible information about health, safety, community resources, and other issues with peers they know and trust. Peer-to-peer communication can complement information from families, educators, health professionals, and other adults.
• Young people can build networks of peers and supportive adults who encourage healthy choices, provide guidance, and help one another during difficult situations.

Advantages for the community:

• Youth organizations can help communities recognize young people as community members with knowledge, strengths, creativity, and leadership to contribute--not simply as people whose problems adults need to solve.
• Involving young people can bring perspectives into community decision-making that might otherwise be missing and can strengthen young people's sense of belonging, agency, and connection to the community.
• Youth organizations can help young people develop leadership experience now while also strengthening the community's future leadership.
• Other community organizations can partner with youth organizations for mutual benefit. Young people can contribute creativity, energy, lived experience, technological knowledge, cultural insight, and perspectives that strengthen broader community initiatives.

Who should establish youth organizations?

As we said above, youth organizations may be started by young people themselves, by adults, or through youth-adult partnerships. Each approach may make sense in different circumstances. The most important question is whether young people have meaningful opportunities to shape the group's purpose, structure, activities, and decisions.

Adults

Adults who help begin or sponsor youth organizations can come from many backgrounds. They may include teachers, coaches, parents and caregivers, faith leaders, community organizers, health professionals, social service staff, or others who care about young people and the issue being addressed. Adults may also bring relevant lived experience. For example, someone who became a parent as an adolescent might want to support young parents navigating education, parenting, health care, employment, and other responsibilities.

Whatever their background, adults who work with youth organizations should share a commitment to young people, the goals of the group, respectful relationships, and meaningful youth participation.

An adult who already has trusted relationships in the community may find it easier to help start a youth organization. They may understand local resources, culture, challenges, and opportunities and may already have relationships with young people and families. Shared cultural or community experience can sometimes strengthen understanding and trust, especially when the group addresses sensitive topics such as substance use, violence, sexual health, mental health, discrimination, or relationships.

Adults from outside the community can also make valuable contributions. They may bring new ideas, specialized knowledge, relationships, funding opportunities, or connections to regional or national organizations. At the same time, outside organizers should take time to build relationships, learn from young people and community members, understand local history and priorities, and avoid assuming that a successful program elsewhere can simply be brought into a new community unchanged.

Adult sponsors can also help youth organizations navigate systems that may be less accessible to young people, such as grant applications, financial management, transportation arrangements, insurance requirements, facility use, or relationships with institutions. The adult's role should be to expand young people's opportunities and support their leadership rather than taking over decisions that young people can make themselves.

A school-based service club, for example, may pair student leadership with support from an adult advisor and a larger community organization. Young people can plan and lead projects while also drawing on the resources, relationships, and experience of adult partners.

Young people

Young people have direct knowledge of many of the issues that affect them and their peers. Their experiences, relationships, perspectives, and ideas are essential to understanding what is happening and what responses might work. Young people may form a formal organization, create a student coalition, organize a campaign, build an online network, or develop something much less formal to share information and take action.

For example, young people might create a grassroots arts and advocacy network that uses music, writing, visual art, social media, podcasts, or other forms of expression to address issues such as racism, sexism, violence, mental health, sexual violence prevention, LGBTQ+ inclusion, disability justice, or school climate.

Informal youth-led networks can be powerful because young people choose the issues, shape the message, decide how to organize, and create forms of participation that make sense to them. Adult allies can provide support when invited without taking control of the work.

When is a good time to establish an organization?

There may be many good times to start a youth organization, especially when young people themselves are interested in forming one. Some events or circumstances can create especially strong opportunities for young people to organize and improve their communities. These include:

• When a significant or traumatic event affects young people or the broader community, and young people want a constructive way to respond, support one another, or advocate for change
• At the beginning of the school year or another transition period, when young people may be looking for opportunities to connect, belong, and become involved
• When new information identifies an important issue. For example, a survey may show that many young people are concerned about substance use, mental health, school climate, transportation, or another community issue.
• When existing organizations are not adequately addressing young people's priorities or needs
• When a group wants to create broad community change. This may be a good time to establish a youth advisory council, youth leadership team, or another structure that gives young people meaningful influence within a larger initiative.
• When the community is responding to an urgent concern, such as increased violence, discrimination, housing instability, or another issue affecting young people
• When a significant issue affecting young people needs greater attention or youth leadership

How do you establish youth organizations?

Decide what type of youth organization you want to form

If you are a young person yourself, you may already have an idea of what type of group you want to form. Still, it can be helpful to ask other young people what matters to them and what kind of group they would want to participate in. Ask direct questions such as:

• What issues are important enough to young people in our community that you would join a group to work on them?
• What are some of the biggest concerns or opportunities for young people today?
• What's the real cause of the problem?
• What strengths and resources already exist, and what else do you think should be done?
• Do you know of anything already being done about the issue? Could we partner with people who are already working on it?

You might also talk with potential sponsors, community partners, or organizations that could provide resources or support.

Adults may also have ideas or funding related to a particular issue. If you're an adult, however, it's especially important to involve young people before designing the group. Are young people interested in the issue? How do they define it? What would make participation worthwhile to them? What role do they want adults to play? Young people should help shape the answers rather than being asked only to participate in a program that has already been designed.

Adults and young people may also want support from other community partners. Schools, community organizations, businesses, libraries, recreation programs, health organizations, local government, and others may be able to provide space, expertise, transportation, supplies, funding, mentoring, or other resources.

One option to consider is whether the group should be affiliated with a larger organization. For example, a group of young people interested in human rights might create a local chapter of an established organization or develop an independent local group focused on issues in their own community. Larger organizations may offer training, resources, recognition, and connections, while independent groups may have greater flexibility and local control. Discuss these options with the young people who will be involved.

Decide where the organization should be based

Where the organization is based can affect who participates, how accessible the group is, what resources are available, and how comfortable young people feel attending. Meetings might take place at a school, library, recreation center, community organization, faith community, cultural organization, youth center, or another accessible location. Some groups may also use online or hybrid meetings.

Think carefully about whether a location feels welcoming to all of the young people you hope to involve. A young person who has had negative experiences at school, for example, may not feel comfortable returning there for a community group. Other young people may have transportation, accessibility, safety, scheduling, or privacy concerns.

Very commonly, youth organizations operate out of schools, faith communities, social service organizations, recreation centers, libraries, community organizations, or other shared spaces. Each option has advantages and disadvantages, so think carefully before deciding.

For example, if you want to engage young people who left school before graduating, the local high school may not be the most welcoming or accessible meeting place. A community center, library, youth center, workforce program, or other location may work better. By contrast, a student group focused on safe driving or school climate may make the most sense within the school itself.

When the location isn't obvious, brainstorm possible places and list the advantages and disadvantages of each. Members of the group might discuss:

• Would this place be willing to host us?
• Would the young people we hope to involve feel comfortable and welcome there?
• Would there be any financial costs?
• Could the organization provide useful resources or support?
• Does the location allow the group to carry out its mission and activities appropriately?
• Do group members already have relationships or connections there?
• How easy is it for young people to get there? Consider transportation, disability access, scheduling, safety, and other barriers.

Often, discussing these questions with young people will make the best options much clearer.

Recruit members (and, if necessary, adult assistants)

You can't have an organization--youth-based or otherwise--without members. Your next step is to get the word out about what you're doing. How you do this depends on whom you hope to involve. You might use school announcements, social media, text messages, flyers, community events, peer outreach, youth-serving organizations, faith communities, recreation programs, or other channels.

Don't forget the value of personal invitations and peer-to-peer outreach. Young people often hear about opportunities through friends and trusted relationships. This can be especially important for young people who may not be connected to schools, faith communities, or other institutions where traditional announcements are made.

If your group was started by young people, you may decide to involve adults as sponsors, mentors, facilitators, or resource partners. Decide together what qualities you want in an adult partner and what role you want that person to play. Consider several possible people in case your first choice is not available.

Before approaching someone, be clear about what you are asking them to do. Do you want them to attend every meeting? Help obtain resources? Provide transportation? Support grant applications? Offer advice only when requested? Help with safety or organizational requirements? Clear expectations help prevent confusion and make it easier to maintain a youth-led or youth-adult partnership.

Define your goals clearly with group members

Once your members are together, it's time to sit down and make a plan. Members might brainstorm many ideas, but essentially, you'll want to answer two questions:

• What do we want to accomplish?
• How should we go about doing it?

A clear plan can help the group stay focused, share responsibilities, and measure progress. At the same time, leave room for goals and strategies to change as the group learns and new young people become involved.

Find out what resources are available to your organization

If your group is connected with a larger organization, such as a school, community organization, faith community, recreation program, or national network, there may already be resources available. Find out what they are and how your youth organization can access them.

Other organizations may also be willing to support the group. Grants or mini-grants may be available from public agencies, foundations, businesses, local coalitions, or community organizations. Support might also include meeting space, transportation, food, technology, supplies, mentoring, training, publicity, or staff assistance.

Think about what you actually need and who may be able to help. Need art supplies? A local business or arts organization may be willing to donate them. Need publicity? A school newsletter, community newspaper, radio station, local website, or social media partner may help spread the word. Need a meeting room? A library, recreation center, school, or community organization may have space available.

Obtain and use those resources

Once you've identified possible resources, reach out. Be clear about your goals, what you're asking for, and how the resource will support young people's work. Remember to acknowledge and thank the people and organizations that help.

Asking organizations for money, space, supplies, or other support can feel intimidating, especially for young people doing it for the first time. Adult partners can help young people prepare while still allowing them to speak for their own organization. Developing these relationships can itself be an important leadership experience.

Orient and train staff, adult assistants, and participants

The amount of orientation or training needed will depend on the organization. An informal peer-support group may need less formal training than a youth program providing health education, counseling, mentoring, or services. Still, every group should discuss expectations, roles, safety, confidentiality, decision-making, communication, accessibility, and how conflicts will be handled.

Facilitators and adult partners may also need training related to youth development, cultural humility, trauma-informed practice, facilitation, mental health, safeguarding, mandatory reporting requirements, or the specific issue the organization addresses. Young people should also receive whatever training and resources they need to carry out meaningful leadership roles.

Get to work!

Once you've decided what you want to do and created a plan, it's time to begin. Expect to make adjustments along the way. Youth organizations, like communities themselves, change as people learn, circumstances shift, and new members bring different ideas and experiences.

Celebrate your successes!

Not every activity will accomplish everything you hoped for, but it's important to recognize progress. Organizing a youth group takes work, creativity, and persistence. Celebrate accomplishments large and small, recognize everyone's contributions, and use what you've learned to strengthen the next stage of the group's work.

Special section: Help for adults seeking success in building a youth organization

Serving as an adult mentor, facilitator, sponsor, or partner in a youth organization can require patience, flexibility, and learning, especially if it's new to you. It can also be a meaningful opportunity to support young people's leadership and strengthen relationships across generations. The following suggestions may help.

• Recognize young people as community assets and partners. Avoid approaching them primarily as problems to be fixed, "at-risk" populations, or passive recipients of adult expertise. Young people bring knowledge, creativity, relationships, lived experience, skills, and leadership that can strengthen the organization and the broader community.
• Share meaningful decision-making power with young people. Young people should have substantial roles in planning, setting priorities, developing activities, evaluating the group's work, and making decisions. Some decisions may be limited by law, funding requirements, safety, or organizational policy, but adults should be transparent about those limits rather than presenting youth participation as greater than it actually is.
• Create a supportive environment while maintaining appropriate boundaries. Young people should know that trusted adults are available to listen, help them find resources, and connect them with appropriate support. Adults should also be clear about confidentiality, mandated reporting, professional boundaries, and what kinds of help they are qualified to provide.
• Give young people real responsibilities, resources, and support. Avoid assigning only symbolic roles. Match responsibilities with young people's interests, strengths, experience, and readiness, and provide the mentoring, training, information, and resources they need to succeed. Responsibility and leadership can grow over time as experience develops.
• Be clear about roles, rules, and decision-making. If adults retain authority over certain decisions, explain why. If some decisions are controlled by funders, schools, laws, or organizational policies, make those limits clear as well. Transparency helps young people understand where they genuinely have influence and where additional advocacy may be needed.
• Model the values you want the organization to reflect. Young people notice how adults communicate, handle mistakes, share power, respond to disagreement, treat other people, and follow through on commitments. Adults don't need to be perfect, but they should model accountability, respect, openness to feedback, and willingness to learn.

In Summary

Youth organizations can benefit both young people and the broader community. They can create opportunities for leadership, connection, skill-building, civic participation, creativity, advocacy, and community problem-solving.

Strong youth organizations do more than create programs for young people. They create meaningful opportunities to work with young people and, whenever possible, to support young people in leading the work themselves. Whether you are a young person starting an organization or an adult supporting one, build the group around respect, shared leadership, clear communication, access to resources, and the strengths and priorities of the young people involved.

___You understand the purpose of a youth organization

___You determined the advantages your youth organization will bring to the community and young people.

___You have decided on the best time to establish your organization

Establishing youth organizations:

___You have decided the form your youth organization will take

___You decided where the organization should be based

___You have recruited members for your organization

___You have defined your goals clearly with group members

___You have found out what resources are available for your organization

___You have obtained and used those resources

___You have orient and trained staff, adult assistants, and participants

A PowerPoint presentation summarizing the major points in the section.

• What is a speakers bureau?

• Why develop a speakers bureau?

• Who can you reach with a speakers bureau?

• How do you set up a speakers bureau?

One of the best ways to better understand an experience you haven't had yourself is to listen to someone who has lived through it and has chosen to share their perspective. You can tell young people that impaired driving is dangerous, for example, but hearing from someone who has experienced a serious crash may make the issue more immediate and understandable. Personal stories can help audiences connect information with real experiences.

Another effective way to deepen understanding is to hear from someone with professional, technical, community, or lived expertise. For example, a group learning about breast cancer screening might benefit from hearing both from a health professional who can explain current screening guidance and from someone who can speak about navigating screening or treatment from personal experience.

Speakers can help narrow the gap between hearing information and understanding how an issue affects people's lives. For this reason, speakers bureau programs can be useful tools for education, awareness, community dialogue, and relationship building.

What is a speakers bureau?

When an organization decides to start a speakers bureau, it develops a roster of people who are prepared to speak publicly about the organization's areas of interest, experience, or expertise. Speakers may have relevant lived experience, professional or technical knowledge, community leadership experience, or another meaningful connection to the issue. The organization lets community groups know that these speakers are available, and speaking engagements can be scheduled through the sponsoring organization.

Speakers bureaus can educate and inform the public about an organization's work and the issues it addresses. Some rely largely on volunteers, while others compensate speakers for their time and expertise, particularly when people are being asked to share lived experience or participate regularly.

Speakers bureaus can send a single speaker or an entire panel, depending on the purpose of the engagement. Your organization can create several topic-specific groups of speakers or one broader bureau that can respond to a variety of requests.

Why develop a speakers bureau?

There are a variety of reasons to use a speakers bureau in your organization or initiative. Depending on how it is structured, a bureau may require relatively few resources while still reaching many people. Speakers bureaus can be used for purposes such as:

• Raising public awareness about your issues: Issues that seem unfamiliar, complicated, or distant can become easier to understand when people hear from speakers with relevant lived experience, professional knowledge, or community expertise. For example, a speakers bureau focused on HIV might include people living with HIV, health professionals, advocates, or others who can discuss prevention, treatment, stigma, and quality of life from different perspectives.
• Increasing your organization's visibility: Speakers bureaus can introduce large numbers of people to an organization's purpose, programs, and resources. A campus LGBTQ+ organization, disability organization, cultural center, health initiative, or other student group might send trained speakers to classes, residence halls, staff trainings, or student organizations to explain its work and create opportunities for discussion.
• Increasing public understanding of your organization: If people have limited or inaccurate information about your group, a speakers bureau can help explain your mission, services, activities, and community role.
• Providing examples of hope, leadership, and possibility: People with lived experience may choose to share what they have learned, the supports that helped them, and the different paths their lives have taken. For example, people in recovery from substance use disorders may speak about recovery, treatment, harm reduction, peer support, setbacks, and the variety of ways people build healthier and more stable lives.
• Recruiting new members or volunteers: Speaking to groups that include potential members or volunteers can help people understand the work and decide whether they would like to become involved. For example, a campus counseling or crisis-support organization might speak with resident assistants or student leaders about available services, how to connect students with help, and opportunities to volunteer.
• Attracting media attention: Local media may be interested in public education efforts, community events, or issues highlighted by a speakers bureau. If you work with media, make sure speakers understand that participation is voluntary and that they can decide what personal information they are comfortable sharing publicly.
• Raising funds: Speakers can provide information about membership drives, benefit events, donation opportunities, or ways to support the organization's work. Some organizations also charge fees for presentations or request honoraria for speakers.

Who can you reach with a speakers bureau?

You can reach many different groups with a speakers bureau. Here are a few possibilities:

• Business groups such as local Chambers of Commerce, professional associations, or employer networks
• Service and community organizations
• Faith and spiritual communities
• Workplace groups, such as employees at a business, school, public agency, or health care organization
• Volunteer and staff training groups
• Civic, advocacy, or community organizations
• Environmental and conservation organizations
• Classes at local schools, colleges, and universities
• Professional associations, labor organizations, and worker groups
• Businesses or agencies interested in staff development related to accessibility, inclusion, health, community relations, or another relevant topic
• Cultural organizations, neighborhood groups, disability organizations, immigrant and refugee organizations, LGBTQ+ organizations, and other community-based groups

Later in this section, we'll talk about how to decide which groups to approach about your speakers bureau program.

How do you set up a speakers bureau?

Recruit and select your speakers

You may already know people who work with your organization, participate in its programs, or have relevant knowledge or lived experience and are interested in public speaking. These are the kinds of people you may want to invite to participate in your speakers bureau.

Good speakers may be:

• Able to communicate clearly in a way that works for the intended audience
• Prepared for the setting and type of presentation
• Knowledgeable about the issue or able to speak thoughtfully from relevant lived experience
• Engaging and responsive to the audience
• Respectful of people whose experiences or viewpoints may differ from their own
• Committed to the organization's purpose and the goals of the presentation

Think carefully about the audience and the purpose of the engagement. A speaker who works well with one audience may not be the right person for another. For example, a researcher may be ideal for an audience seeking detailed evidence, while a community member with lived experience may connect more effectively with an audience interested in how an issue affects daily life. Often, combining different kinds of expertise works especially well.

Avoid making assumptions about what an audience can understand based on education level, age, background, or other characteristics. Instead, prepare speakers to use clear language, explain unfamiliar terms, provide relevant examples, and adjust the presentation based on what the audience needs.

Word-of-mouth and personal invitations may be enough for a small speakers bureau. When inviting people, clearly explain what participation involves, how often they might be asked to speak, whether they will be compensated, what support and training will be provided, and whether they may decline any engagement.

This is especially important for people sharing personal experiences. No one should feel pressured to disclose trauma, health information, immigration status, experiences of violence, substance use, disability, sexual orientation, gender identity, or other sensitive information simply because those experiences are related to the organization's mission.

If you need more speakers, you might work with partner organizations, community leaders, advocates, professionals, and other networks to identify people who may be interested. Be specific about what you're looking for, and meet with potential speakers before adding them to the roster. When appropriate, offer an orientation, sample presentation, or practice session rather than expecting people to arrive already prepared.

Once you have identified potential speakers, decide who will participate in the bureau. Your selection criteria should be related to the purpose of the program rather than appearance, personality type, education level, or whether someone fits a particular stereotype of a "good" representative.

• Keep in mind that speakers will be associated publicly with your organization. Make sure they understand the organization's purpose, values, and expectations for respectful communication.
• Speakers should be able to answer basic questions about the organization or know how to direct people to someone who can. Provide them with current information, contact details, and resource materials.
• When speakers share personal experiences, include a range of perspectives when possible. One person's story should not be presented as representative of everyone with the same identity, diagnosis, experience, or background.

Varied experiences on a speakers bureau panel

Maya and Jordan coordinate sexual health education programs in two different communities. Both are developing panels that include young adults willing to talk about experiences with pregnancy, parenting, reproductive health care, and related decisions.

Maya's first panel includes only young parents who had strong family support, remained in school, and had access to stable housing, health care, and childcare. Their experiences are important, but audiences could mistakenly conclude that all young parents encounter similar circumstances.

Jordan develops a broader panel that includes people with different experiences. Some became parents and had strong support; others faced financial or housing barriers; some changed educational plans; some used public assistance; and others chose adoption or abortion. Panelists decide for themselves which parts of their experiences they are comfortable discussing.

The purpose is not to present one experience as more "successful" or more legitimate than another. It is to help audiences understand that people's experiences differ and are shaped by many factors, including personal goals, family and community support, access to health care, education, childcare, housing, income, and public policy.

Decide whether each engagement will involve one speaker or a panel. A panel may work especially well when multiple perspectives are important, while a single speaker may allow for a more focused or in-depth presentation. You can use both approaches depending on the occasion.

Make sure you have enough speakers that no one feels obligated to participate too often. Public speaking -- particularly when it involves personal experiences -- can be emotionally demanding. Give speakers control over how often they participate and encourage them to take breaks when needed.

Put together a roster of your speakers that includes information to help you schedule them efficiently

You'll need a roster to schedule speakers and communicate reminders and updates. For a very small bureau, this might simply be a contact list with availability. Larger programs may use a secure spreadsheet or database.

Protect speakers' privacy. Collect only the information you actually need, limit access to the roster, and ask speakers what information they are comfortable having shared with event organizers or audiences.

You might include some or all of the following information:

• Dates of previous speaking engagements, so that opportunities can be distributed fairly
• Upcoming engagements
• Availability and preferred frequency of speaking engagements
• Accessibility needs, transportation needs, or accommodations the organization should arrange
• Topics the speaker is comfortable discussing
• Topics or personal information the speaker does not want to discuss publicly

Each speaker's particular areas of knowledge, professional expertise, community experience, or lived experience can also help you create panels that include complementary perspectives.

Here's an example of a roster for a community inclusion speakers bureau:

Speakers Bureau Roster: Community Perspectives Program

Name	Contact	Availability	Topics / experience
Adams, Sally	Contact on file	Mon, Wed evenings	Indigenous community leadership; education
Chao, Ken	Contact on file	Weeknights, weekend days	Asian American community experience; immigrant family advocacy
Franklin, Elvis	Contact on file	Saturday afternoons	LGBTQ+ inclusion; community advocacy
Lieberman, Jay	Contact on file	Weeknights	Jewish community experience; interfaith dialogue
Lopez, Teresa	Contact on file	Weeknights & Sundays	Latino community engagement; bilingual outreach
Pratt, Jenny	Contact on file	Weeknights	LGBTQ+ inclusion; youth advocacy
Rogers, Lakisha	Contact on file	Weekend days, Tues nights	Black community leadership; education
Reynolds, Bob	Contact on file	Tues, Wed afternoons	Disability advocacy and accessibility
Silverstein, Amy	Contact on file	Varies; contact about dates	Disability advocacy; Jewish community experience
Wood, Al	Contact on file	Weekdays before 5 PM	Black community leadership; civic engagement

Your own roster may use different categories depending on the purpose of your speakers bureau. Avoid listing identity characteristics unless they are relevant to the speaker's chosen topic and the speaker has agreed to have that information included.

If certain speakers focus on particular topics, create a list of those topics to include with outreach materials.

Contact groups and organizations that might be interested in scheduling a speaking engagement

Spend some time brainstorming about groups that might be interested in or benefit from hearing from your speakers. Often these will be groups with interests or goals connected to your organization, but you might also ask:

• Which groups are already working on issues related to the topics our speakers address?
• What groups would be a good fit for our style and format of presentation?
• What groups may include potential volunteers, partners, supporters, or donors?
• What communities have expressed interest in learning more about these issues?

Find the appropriate contact person in each organization and develop a contact list or database. Outreach can take place through email, phone calls, social media, organizational websites, professional networks, or personal introductions.

Depending on how large you want your speakers bureau to become, you might also announce it through your newsletter, social media, website, community calendars, press releases, partner organizations, or other communication channels.

When contacting potential hosts, briefly introduce your organization, explain the speakers bureau, describe available topics, and explain what audiences may gain from the presentation. Make it easy for organizations to request a speaker or panel.

Speakers bureau outreach message

Williamsburg Peer Power Speakers Bureau
Williamsburg Peer Power Program
2349 West 89th Street
Williamsburg, OR 09834
555-0987

Anne Thornton
Girl Scout Troop #978
PO Box 56
Williamsburg, OR 09837

September 30, 2026

Dear Ms. Thornton,

The Williamsburg Peer Power Program works with young people to promote health, safety, and informed decision-making. One part of our work is a speakers bureau in which trained young people share information and perspectives on topics such as nicotine and vaping prevention, substance use, healthy relationships, mental health, and other issues affecting young people.

We understand that your troop will be discussing nicotine and vaping prevention next month, and we'd like to offer a speaker or panel as a possible activity. Our speakers can discuss how nicotine products are marketed to young people, the health effects of nicotine use, strategies for handling peer pressure, and resources for young people who want help quitting.

Please feel free to contact me at 555-0987 if you'd like to discuss possible dates, topics, accessibility needs, or the format that would work best for your group.

Sincerely,

Peter Markos
Williamsburg Peer Power Program

Speakers bureau outreach can also connect with issues or events currently receiving community attention. The goal should be to contribute useful information and dialogue rather than simply taking advantage of a crisis or someone's traumatic experience for publicity.

Connecting speakers bureau outreach with community issues

Here are several examples:

• After students raise concerns about sexual harassment on a college campus, a campus organization offers facilitated workshops and speakers on respectful workplace behavior, harassment prevention, bystander intervention, and available reporting and support resources.
• When community organizations are discussing LGBTQ+ inclusion and discrimination, a local human rights organization offers speakers with relevant lived, professional, and advocacy experience to community groups interested in learning more.
• Before prom and graduation season, a local traffic-safety coalition offers presentations on impaired driving, safe transportation planning, designated drivers, seat-belt use, and how young people can help friends avoid unsafe situations.
• During Black History Month, Black students and community leaders who have chosen to participate offer panels on local history, identity, community leadership, and contemporary experiences. Presentations make clear that no single speaker represents the experiences of all Black people or communities.

After sending outreach information, follow up after an appropriate amount of time. Introduce yourself, remind the contact person about the speakers bureau, and ask whether the organization is interested in scheduling a presentation. Be prepared to discuss possible dates, topics, formats, accessibility needs, and audience expectations.

Contact speakers who are available for the time needed and line up enough people to cover the event

Use your roster to identify speakers who are available and interested. Contact them with information about the audience, topic, format, date, time, location, transportation, accessibility, compensation if applicable, and anything else they should know before deciding whether to participate.

Speakers should always be able to decline an engagement or particular topic without penalty.

Send a confirmation message to any group with which you've scheduled a speakers bureau presentation

After you've scheduled an engagement, send a brief confirmation by email or another agreed-upon method. Include the date, time, topic, location or virtual link, expected audience, duration, format, accessibility arrangements, technology needs, and contact information.

Speakers bureau confirmation message

Williamsburg Peer Power Speakers Bureau
Williamsburg Peer Power Program
2349 West 89th Street
Williamsburg, OR 09834
555-0987

Anne Thornton
Girl Scout Troop #978

October 20, 2026

Dear Ms. Thornton,

I'm writing to confirm that the Williamsburg Peer Power Speakers Bureau will provide a panel for your November 19 meeting at the Williamsburg Junior High gymnasium. The presentation will begin at 5:30 p.m. and end at approximately 7:00 p.m.

The panel will focus on nicotine and vaping prevention, including health effects, marketing to young people, peer influence, strategies for making informed choices, and resources for quitting. We will also leave time for audience questions.

Please let me know if any of these details are incorrect or if there are accessibility, technology, language, or other needs we should plan for in advance.

Thank you for inviting us.

Sincerely,

Peter Markos
Williamsburg Peer Power Program

Remind your speakers about the engagement

A few days before the engagement, send scheduled speakers a reminder by text, email, phone, or whatever communication method they prefer. Include the date, time, location or virtual link, expected duration, topic, transportation information, contact person, and any last-minute updates.

Have your speakers make their presentation

The actual details of a speakers bureau presentation can vary widely. Generally, a presentation may begin with basic information about the organization and purpose of the event, followed by introductions from the speakers.

Speakers with lived experience may choose to share personal stories, while people with professional or technical expertise may provide information, research, or practical guidance. Many panels combine both.

Speakers should decide in advance what they are and are not comfortable discussing. Facilitators can remind audiences that speakers are not required to answer personal, intrusive, disrespectful, or inappropriate questions.

Presentations are often followed by a question-and-answer period or facilitated discussion. Decide in advance how much time each part will take and who will moderate the conversation.

At the end of the presentation, collect some sort of feedback from the audience

Finding out what the audience thought can help speakers and organizers understand what worked well and what could be improved. Feedback might ask whether the presentation was clear, relevant, respectful, useful, and accessible; what participants learned; what questions remain; and what they would change about future presentations.

Speakers should also have an opportunity to provide feedback. Ask how the event felt from their perspective, whether the host organization created a respectful environment, whether any questions or interactions were uncomfortable, and what additional support would make future engagements better.

In Summary

There are many ways to share information and help communities learn about the issues and work your organization cares about. Media campaigns, community meetings, online communication, workshops, and other strategies all have value. A speakers bureau adds something different by creating opportunities for people to hear directly from individuals with lived experience, professional knowledge, community expertise, or a combination of these perspectives.

Speakers bureaus can increase awareness, strengthen understanding of an organization's work, recruit volunteers and partners, raise funds, and create meaningful dialogue. They can be relatively inexpensive to operate, but strong programs still require thoughtful recruitment, preparation, scheduling, accessibility, support, and respect for speakers' time and boundaries.

Most importantly, people should never be reduced to their diagnosis, identity, trauma, or life story. Speakers should have control over what they share, how often they participate, and how their experiences are described. When a speakers bureau is built around respect, informed participation, varied perspectives, and strong preparation, it can be a powerful tool for community education and engagement.

___You understand what a speakers bureau is

___You understand that a speakers bureau can be used to raise public awareness about your issues

___You understand that a speakers bureau can be used to increase your organization's visibility

___You understand that a speakers bureau can be used to increase public understanding of your organization

___You understand that a speakers bureau can be used to provide positive role models

___You understand that a speakers bureau can be used to recruit new members or volunteers

___You understand that a speakers bureau can be used to attract press coverage

___You understand that a speakers bureau can be used to raise funds

___You are familiar with some of the types of groups you can reach with a speakers bureau

___You have recruited and selected your speakers

___You have put together a roster of your speakers that includes information to help you schedule them most efficiently

___You have contacted groups and organizations that might be interested in scheduling a speaking engagement

___You have contacted speakers who are available for the time needed and line up enough people to cover the event

___You have sent a confirmation letter to any group with which you've scheduled a speakers bureau presentation

___You have reminded your speakers about the engagement

___You have had your speakers make their presentation

___You have collected some sort of feedback from the audience at the end of the presentation

Tool 1: Roster Form

Name	Phone #	Availability	Area of expertise / experience	Dates done / Upcoming Dates

Tool 2: Tips for Speakers

• Know where and when you are supposed to speak. Call ahead for directions if necessary.
• Be there 10 or 15 minutes ahead of time. Introduce yourself to the person in charge and identify yourself as a member of the speakers bureau.
• Begin and end on time. Wait no longer than five minutes or so for latecomers, because the longer you wait to start, the more you'll risk annoying those who made an effort to be there on time. By the same token, don't keep people there longer than they were planning to be. If there is a really great dialogue going on and the panelists are willing to stay longer, you may choose to take a break and continue after a few minutes for anyone who is interested in staying later, but by all means give everyone a chance to leave at the predetermined time.
• If you have several speakers doing a panel discussion, it's probably a good idea to have one panel member be in charge of making introductions and occasionally facilitating the discussion. The facilitator can be the one who gives out some basic information about your organization's mission, structure, and any services you provide at the beginning of the presentation. Then the facilitator can introduce panelists and direct the question-and-answer session.
• It's okay to disagree with other panelists on matters of opinion, but do so respectfully and calmly. Don't get sidetracked into a big philosophical discussion or political argument your audience will leave confused, bored, angry, or some combination of the three.
• Avoid arguing with audience members as well, for the same reasons. If an audience member makes a derogatory or ignorant statement or question, try to use this as an opportunity to teach and share information rather than a personal challenge. For example, if an audience member has said something insulting or inflammatory, you might counter with, I can understand how you might think that, but actually, rather than getting defensive or angry.
• Use language appropriate for your audience. For younger or less educated audiences, make sure you avoid using jargon and complicated terminology, but for more educated or older audiences, you can probably use more of this type of language.
• As much as possible, use analogies, stories, and humor. This helps you connect with the audience and brings the information you're giving them to life. Create pictures with your words.
• Speak clearly and simply. If you must use complicated language (for example, medical terminology), be sure to keep it to a minimum and explain any words that a layperson might not understand.
• Pay attention to how the audience is responding. If people become bored, you need to do something to regain their attention. If a lot of people are looking at the ceiling, squirming uncomfortably or most horrifying of all nodding off, it's time to change the subject, let another speaker have a turn, or open the floor for questions. 

Tool 3: Speakers Bureau Evaluation Form

Have the audiences at your speakers bureau presentations complete this form; use their feedback to help you improve your presentations, pinpoint topics that you might want to include in the future, and acknowledge the things that are done well.

Speakers Bureau Evaluation

How effective was the presentation?

 

Was the presentation well organized?

 

Was the length of the presentation adequate?

 

Was an adequate amount of time left for the question-and-answer period?

 

What did you learn from the speaker?

 

What would you have liked to have heard more information about?

 

Additional comments:

 

A PowerPoint presentation summarizing the major points in the section.

• What is a Neighborhood Watch Association (NWA)?

• How can a Neighborhood Watch Association benefit your neighborhood?

• When should an NWA be implemented?

• How do you start an NWA where you live?

Perhaps residents in your neighborhood have become concerned about vehicle break-ins, property damage, poor lighting, unsafe traffic conditions, or other issues affecting safety and quality of life.

Or perhaps you and your neighbors have noticed repeated activity or conditions that raise concerns, but you're not sure what is happening or what response would be appropriate. Rather than making assumptions about individuals, you may want a way for residents to share information, identify specific concerns, and work together on possible solutions.

It might be time to form a Neighborhood Watch Association.

What is a Neighborhood Watch Association (NWA)?

A Neighborhood Watch Association is a group of residents, in an area of almost any size, who decide to work together on crime prevention, community safety, and other neighborhood concerns. The group may collaborate with local government, law enforcement, community organizations, housing providers, businesses, and other partners to identify concerns and develop solutions.

An NWA may be organized by an existing neighborhood association. A formal Neighborhood Watch program often includes an ongoing relationship with local law enforcement, but residents should remain community partners rather than taking on law-enforcement responsibilities themselves.

How can a Neighborhood Watch Association benefit your neighborhood?

NWAs can strengthen communication among residents and between residents, local government, law enforcement, and other community partners. They can provide a structured way for people to share concerns, learn about available resources, identify neighborhood strengths, and work together on safety improvements.

Residents may also become more aware of what is happening in their neighborhood and better prepared to report specific emergencies, safety hazards, or concerning behavior through the appropriate channels. The goal is not to monitor everyone in the neighborhood or treat unfamiliar people as suspicious, but to build relationships, improve communication, and respond appropriately to observable safety concerns.

A well-run Neighborhood Watch can also strengthen connections among neighbors. People who know and communicate with one another may be better able to help during emergencies, share information, look out for neighbors who need assistance, and work together on improvements such as lighting, traffic safety, clean-up projects, or other community priorities.

When should an NWA be implemented?

A Neighborhood Watch may be useful when residents share concerns about safety and are interested in working together. A recent increase in property crime, concerns about traffic or lighting, repeated vandalism, or a desire to strengthen neighborhood communication may provide a starting point.

An NWA doesn't need to begin only after a crime occurs. It can also be organized proactively to strengthen relationships, identify neighborhood assets and concerns, and develop plans for prevention and emergency communication.

If you hope to work closely with local law enforcement, find out what support, training, guidance, or formal Neighborhood Watch programs are available. Other partners -- such as local government, tenant or neighborhood associations, schools, community organizations, and public health or social service agencies -- may also be useful depending on the issues residents identify.

How do you start an NWA where you live?

One place to start is by contacting your local police department, sheriff's office, or community safety office to find out whether it has a formal Neighborhood Watch program, training, signage, educational materials, or a community liaison.

If your local agency doesn't have a formal program, you can work with neighbors and appropriate community partners to develop an approach that fits your neighborhood.

Find out whether other residents are interested in forming an association and what safety concerns or community priorities matter to them. Ask about meeting times, accessibility, language needs, transportation, childcare, virtual participation, or other factors that could affect people's ability to participate.

If there is enough interest, set a meeting time and place. Let interested residents know and invite relevant community partners. Distribute information through methods residents actually use, such as flyers, neighborhood email lists, text groups, social media, community apps, newsletters, or personal invitations.

Your first NWA meeting

The first meeting of your NWA is important. It can help determine who will participate, what issues the group will address, and how residents will communicate and make decisions. It can also be an opportunity to begin relationships with law enforcement and other community partners.

This may not all happen in the first meeting, and that's fine. Building trust and deciding how the group will work may take time.

Many local law enforcement agencies already have a system for conducting NWA meetings. If yours does not, here is a sample agenda for a first meeting:

• Start with introductions. Even if many people already know one another, this can help new residents and partners feel included.
• Set up some clear ground rules so that everyone can participate productively, such as:
  • Focus on solving problems rather than assigning blame
  • Give everyone reasonable opportunities to speak
  • Listen respectfully to everyone's ideas
  • If you disagree, address ideas or actions rather than attacking people
  • Avoid assumptions based on race, ethnicity, age, disability, clothing, language, housing status, or whether someone is familiar to you
• Allow each person to contribute the concerns and challenges they see for the neighborhood. Listing these on a shared document, whiteboard, or large sheet of paper can help everyone see the issues being discussed.
• Do the same for the strengths, resources, relationships, and positive attributes of the neighborhood.
• If law enforcement or other community partners are at the meeting, give them an opportunity to explain available resources, answer questions, and listen to residents' concerns.
• Organize the concerns that have been identified and decide which ones residents want to address first.
• Discuss possible responses. These may include environmental improvements, communication strategies, resident education, working with law enforcement or local government, connecting people with services, or partnering with other organizations. Develop an action plan when appropriate.
• Decide on the possible roles people might play in the NWA. Some possibilities include:
  • Communication coordinators for different blocks or areas
  • Liaison with law enforcement, local government, or other community partners
  • Neighborhood safety volunteers who help identify environmental concerns such as broken lighting, unsafe intersections, damaged property, or other conditions that should be reported to the appropriate agency
  • Residents who agree to share specific, observable safety concerns through the appropriate communication or reporting system
  • People who welcome new participants, share information about the NWA, and help residents understand how to raise concerns
• Ask people which roles they are genuinely willing and able to take on.
  • Don't make people feel that attending a meeting obligates them to volunteer. Participation can take many forms, and people should be able to choose what level of involvement works for them.
• Organize a communication system
• Provide information about property safety, emergency contacts, and guidelines for reporting specific incidents or safety concerns without profiling or confrontation
• Set the time and place for your next meeting if appropriate

Using a communication system

A communication system can help neighbors quickly share important information, announce meetings or events, ask for assistance, and communicate during emergencies. Depending on the neighborhood, this might include group text messages, phone calls, email lists, community apps, automated alerts, or a combination of methods.

Agree ahead of time on what kinds of information should be shared broadly. Emergency situations should still be reported directly to 911 or the appropriate emergency service rather than relying on a neighborhood communication system.

Neighborhood communications should focus on useful, verified information whenever possible. Avoid sharing rumors, personal information that isn't necessary, or descriptions based only on someone's race, ethnicity, age, clothing, disability, or other personal characteristics.

Implementing your communication system

• Choose one or more people to coordinate communications. Depending on the size of the neighborhood, communication may be organized by block, building, apartment complex, or another structure that makes sense locally.
• Make sure participants know how the system works, who coordinates it, what information they will receive, and how their contact information will be protected.
• Residents who have information to share can contact the appropriate coordinator or use the agreed-upon communication channel.
• Important information can then be distributed through the communication system. Keep messages concise, accurate, respectful, and limited to what residents need to know.

Don't rely on only one form of communication. Some residents may not use smartphones, email, social media, or neighborhood apps, while others may have hearing, vision, language, literacy, or technology-access needs.

Consider using several methods so that people aren't left out. These might include phone calls, text messages, email, printed notices, accessible digital communication, translation, or direct contact from a neighbor when appropriate. Ask residents what methods work best for them rather than assuming everyone communicates in the same way.

How do you make your NWA effective?

After you have your NWA set up, how do you make it effective? There are two broad things you can do:

• Provide useful, specific information to the appropriate agencies when a legitimate safety concern occurs
• Improve neighborhood conditions in ways that support safety, accessibility, connection, and quality of life

Here are some ways to provide more useful information when reporting an incident:

• Focus on specific behavior, events, locations, vehicles, or other observable information relevant to the incident. Do not follow, confront, question, photograph, or attempt to detain someone because you think they may be suspicious.
• If residents notice a repeated pattern of specific incidents -- such as repeated property damage, theft, unsafe driving, or another recurring concern -- they can document dates, times, locations, and observable details and share them through the appropriate reporting channel. Avoid investigating suspected criminal activity yourself.

Here are some ideas for improving safety around homes and neighborhood properties:

• Make sure address numbers are clearly visible so emergency responders can find the property
• Use appropriate outdoor lighting to improve visibility around entrances, walkways, parking areas, and other frequently used spaces
• Maintain landscaping so that walkways, entrances, windows, and public areas remain visible while also considering privacy, shade, accessibility, and the character of the property
• Keep exterior doors, locks, and entry systems in good working condition
• Secure windows and sliding doors with appropriate locks or other safety devices
• Keep a secure inventory of important valuables, serial numbers, receipts, or photographs when useful for insurance or recovery after theft
• Consider alarms, cameras, motion lighting, or other security tools when they fit your needs and budget
  • Understand how the system works and use settings that reduce unnecessary alerts or intrusions on neighbors' privacy
  • Remember that no security system prevents every incident, so these tools work best as part of a broader safety plan

Here are some questions you can ask when considering neighborhood safety:

• Are streets, sidewalks, entrances, and public spaces designed and maintained so that residents can move through the neighborhood safely?
• Are there opportunities for neighbors to spend time outdoors, walk, exercise, socialize, play, or participate in community activities? Active and welcoming public spaces can strengthen neighborhood connections and increase the number of people naturally present in the area.
• Are there residents who may need additional support during emergencies, such as older adults, people with disabilities, or people who live alone? How can neighbors offer support while respecting privacy and independence?
• Are streets, sidewalks, entrances, and addresses adequately lit and visible at night?
• Are shared spaces such as parks, alleys, sidewalks, vacant lots, bus stops, and recreation areas clean, accessible, well maintained, and usable by residents? Community clean-ups and improvement projects can help turn neglected spaces into stronger community assets.

It's important not to go overboard. Not all unfamiliar people, activities, or situations are safety threats. A person's race, ethnicity, age, clothing, disability, language, religion, housing status, or presence in a neighborhood should never by itself be treated as suspicious.

Focus on specific behavior and circumstances. For example, seeing someone walking through the neighborhood, sitting in a public space, knocking on doors, delivering packages, or visiting a home is not automatically suspicious. An emergency, an observed crime, someone attempting to enter a locked home or vehicle without permission, or another specific safety concern may warrant contacting the appropriate authorities.

Training in bias awareness, de-escalation, emergency response, and appropriate reporting can help Neighborhood Watch members distinguish between legitimate safety concerns and ordinary neighborhood activity. An NWA is meant to strengthen community safety and connection, not encourage residents to monitor or police one another.

How do you deal with emerging issues?

Emerging issues can be difficult to prepare for because you cannot always know what to expect. Still, it can be useful to address neighborhood concerns early, before they become more difficult to resolve.

This might include repairing broken lighting, cleaning up unsafe debris, improving an abandoned or poorly maintained public space, addressing repeated traffic concerns, connecting residents with services, or responding to other issues identified by the community. Taking care of neighborhood conditions can communicate that residents are invested in the area and can improve safety, accessibility, and quality of life.

Avoid assuming that visible disorder or minor rule violations automatically lead to more serious crime. Responses to neighborhood concerns should be proportionate to the actual issue and should not rely unnecessarily on enforcement when maintenance, services, community engagement, environmental improvements, or other approaches may be more appropriate.

Regardless of what situation your neighborhood is in, new issues will continue to emerge. By maintaining communication, reviewing concerns together, listening to residents, and working with the appropriate partners, your neighborhood can develop responses that support both safety and community well-being.

In Summary

A formal Neighborhood Watch Association can help residents work together on safety concerns and build relationships with law enforcement, local government, and other community partners. Members should agree on clear guidelines for communication and reporting, focus on specific behavior rather than personal characteristics, and avoid confronting or investigating people themselves.

A neighborhood communication system -- whether based on text messages, phone calls, email, community apps, printed notices, or a combination of methods -- can help residents stay informed. Neighborhood safety efforts can also include better lighting, accessible and well-maintained public spaces, property-safety improvements, emergency planning, and stronger relationships among neighbors.

The keys to an effective Neighborhood Watch are communication, collaboration, respect, appropriate reporting, attention to bias, and a focus on practical conditions that make the neighborhood safer and more connected for everyone.

___You assess the need for and interest in a Neighborhood Watch Association (NWA ) in your neighborhood

___You contact your local law enforcement agency to find out how they can support and interact with your NWA

___You call a first meeting, inviting neighbors and law enforcement representatives

___Your group identifies issues of concern and strategies, if necessary, for addressing them. An action plan may be developed for a current problem

___You create a phone tree if the group desires, and agree to guidelines for reporting suspicious behavior

___You disseminate information on how to improve safety on personal property, how to record and report suspicious persons and activity

___You evaluate your neighborhood for its susceptibility to crime and plan improvements as possible

___You identify emerging issues ("broken windows") and work together for creative solutions

Example: Safe Streets program of Topeka/Shawnee County

The Greater Auburndale Neighborhood Association in Topeka, Kansas, found a way to deal with an emerging issue before problems became greater.

In 1997, residents of the Greater Auburndale area were upset because teenagers were hanging out and skateboarding in the area park. The kids were suspected of leaving trash, spraying graffiti, and causing other vandalism as well. To deal with this problem, several neighborhood meetings were held with the angry neighbors, parents, and accused kids, along with community police and representatives from the Parks Department.

As a result of these meetings, the neighborhood underwent a significant change. A compromise was reached that led to the removal of one net on the tennis court so that kids could skateboard while neighbors could still use the court to play tennis. Several organized clean-ups took place in the park and neighbors held events for the kids. The discussions that had taken place over skateboarding in the park eventually led to the building of a separate skate park accessible to all kids in the city.

Tool 1: Suspect Description Checklist

• Sex (male or female):
• Race (White, Black, Hispanic, Asian, etc.):
• Complexion (dark, light, rugged, etc.)
• Age (mid-twenties, thirties, forties, etc.)
• Height (estimate in 2 inch blocks; for example: between 6'0" and 6'2")
• Weight (estimate in blocks of 10 pounds)
• Build (large, medium, stocky, thin, etc.)
• Hair (red, brown, thick, thin, balding, beard, etc.)
• Clothing (type, color, style - start at the top and work down: hat, coat, shirt, pants, shoes)
• Other Features (visible tattoos or piercings, glasses, etc.)
• Direction of Travel (north, south, east, west, name of street if possible)

Tool 2: Vehicle Description Checklist

• Color (be as specific as possible; dark, medium, light blue, etc.)
• Year (if you can get it, but not necessary)
• Make (Ford, Toyota, etc.)
• Model (Accord, Mustang, Camry, etc.)
• Body Type (two-door, convertible, station wagon, etc.)
• License Number (get state too, if possible)
• Other (bumper stickers, dents, etc.)
• Direction of Travel (North, South, East, West, name of street)

Tool 3: Suspicious Activity Log

Address of suspicious activity: ______________________

Date	Time	Style and make of car	State and License Number	Color and Year of car	Repeat visitor	Description of person(s)	Description of activity	Reported to	Date and Time	Case Officer Name and Number

 

A PowerPoint presentation summarizing the major points in the section.