Abstract
Rural youth in the United States have long demonstrated a consistent pattern of outmigration from their rural communities, often driven by aspirations for higher education and specialized careers available elsewhere. This qualitative study explores the positive youth development (PYD) experiences of youth in rural New Hampshire, focusing on how schools, community engagement, work, and experiences in nature shape their development and future orientation. Eighteen youth ages 14–19 participated in online interviews. Data were analyzed using both inductive and deductive strategies, including the application of the Developmental Systems Model of PYD. Four key themes emerged: (a) rural schools are a central hub for PYD; (b) youth recognize school-based structural and resource issues; (c) rural community and work experiences offer undervalued yet impactful PYD opportunities; and (d) there is a need for exposure to diverse postsecondary pathways. Findings suggest that expanding rural youth engagement beyond school contexts may foster broader aspirations, stronger community ties, and enhanced life skills, ultimately helping address rural youth outmigration and postsecondary planning.
Recommended Citation
Falcone, Hannah; Hartman, Cindy L.; Seaman, Jayson; Coppens, Andrew D.; and Moscouver, Kate
(2026)
"Youth Engagement with Rural School & Community Institutions: Implications for Future Orientation,"
Journal of Youth Development: Vol. 21:
Iss.
2, Article 11.
DOI: https://doi.org/10.34068/jyd.21.02.11
Available at:
https://open.clemson.edu/jyd/vol21/iss2/11
Included in
Child Psychology Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Developmental Psychology Commons, Leadership Studies Commons
