At in Nash County, learning has taken on a new dimension — through fabric, thread, and the hum of sewing machines.

Thanks to a Bright Ideas grant from Wake Electric, art teacher Deidra Hunter launched “Threads of Innovation,” an after-school sewing club that offered fourth- and fifth-grade students a unique hands-on learning experience rooted in creativity and real-world skills, with support from teachers Karla Reynolds, Shari Mennig, Dollie Borum, and Amanda Thomas.

, established in 1994, provides funding for innovative, classroom-based projects that bring creative learning to life for students across North Carolina. Sponsored by electric cooperatives throughout the state, the program supports educators who have original ideas that aren’t covered by traditional school budgets. To date, the program has funded thousands of projects and impacted nearly four million students.

“Bright Ideas grants are a key way our cooperative supports education in our service territory,” said Kirk Metcalf, vice president of member services and human resources at Wake Electric. “These grants remove the obstacle of funding, allowing local educators to focus on bringing their best ideas to life for our students. Wake Electric is proud to support educators like Ms. Hunter and the positive impact she is making at her school.”

Hunter applied for and received the Bright Ideas Grant earlier this year, using the funds to purchase sewing machines and materials to launch the club. The club met twice a week over a five-week period, introducing students to the basics of machine sewing while also reinforcing broader educational goals such as problem-solving, focus, and technical application. For five weeks this past school year, staff have watched the weekly sewing club meetings in action — where students steadily grew more confident, learning new techniques and expanding their skills week by week. Projects included pencil pouches, purses, and even early lessons in how to hem fabric.

“Sewing enhances fine motor skills, strengthens concentration, and teaches students how to problem-solve in real time,” said Hunter. “They have to measure, plan, adjust when something doesn’t go right, and stay focused throughout the process. It’s a powerful learning tool.”

The club builds on foundations already introduced during regular art classes, where all grade levels have practiced basic hand-sewing techniques, such as making plush fabric items and embroidered patterns. But the after-school sewing club took things further, giving fourth and fifth graders the chance to use sewing machines and complete multiple finished projects.

“It’s fun, it’s like I would never have had this opportunity,” said fifth grader Addison Purdy. “I’ve learned how to use a sewing machine properly without having to mess anything up. We have made a tote bag, a pencil pouch, a key chain, and a zipper bag.”

Beyond the technical skills, the club also created a calming, collaborative environment for students.

“The club is fun and calming,” shared fifth grader Dalirah Sumler. “It helps me calm down. Like if I come in here frustrated from my third block, the sewing club calms me down and helps me concentrate. It’s been fun and I like meeting new people.”

Hunter believes that programs like “Threads of Innovation” are vital to student development. In addition to promoting creativity, the club reinforces core academic skills like math (through measuring and spatial reasoning), reading (by following patterns and instructions), and social-emotional learning (through patience, resilience, and peer collaboration).

Only open to fourth and fifth grade students, the club quickly became a highlight of the school year — showcasing what’s possible when students are empowered with both tools and trust.

“With every stitch, these students are not only learning how to sew — they’re learning how to think creatively, solve problems, and believe in their ability to bring an idea to life,” said Hunter.

Through “Threads of Innovation,” Englewood Elementary is threading imagination, empowerment, and education together — one stitch at a time.

This first appeared on and is republished here under a .

California’s K-12 schools are getting some clarity on how to handle the Trump administration’s sweeping orders to abolish diversity, equity and inclusion programs.

The answer is: Do nothing. Not yet, anyway.

“Time to take a breath. Just because Trump ordered it, doesn’t mean it’s going to happen,” Noelle Ellerson Ng, a legislative advocate for the ,  last week. “Executive orders on their own can’t really accomplish much … There’s a distinct difference between activity and productivity.”

Last week, the U.S. Department of Education  for any school that has programs focused on race. That could include clubs, activities, prizes, graduation ceremonies “and all other aspects of student, academic and campus life,” .

“With this guidance, the Trump Administration is directing schools to end the use of racial preferences and race stereotypes in their programs and activities — a victory for justice, civil rights laws, and the Constitution,” Craig Trainor, acting assistant secretary for civil rights for the education department, said in a .   

Schools have until Feb. 28 to end the programs.

On Friday, a judge  some of Trump’s orders related to diversity, equity and inclusion. The ruling prevents the federal government from cutting funding, but it doesn’t stop it from investigating schools’ race-related programs – at least for now.

Nearly every high school in California has at least some programs focused on students’ race. Black, Latino and Asian student clubs are common, as are celebrations like Chinese New Year or Cinco de Mayo. In recent years, more students — particularly Native American students — have worn ethnic regalia to graduation ceremonies, or even held separate ceremonies.

About 8% of California’s K-12 funding comes from the federal government, mostly as payments for special education and Title I grants for schools where at least 40% of the student population is low-income. If the federal money disappears, those schools and students will be most affected.

Attorney General Rob Bonta said he was reviewing the Department of Education’s directive, but in general, he said that DEI programs are legal and schools have a right to promote them.

In a  in January with 12 other state attorneys general, Bonta called Trump’s anti-DEI efforts “unnecessary and disingenuous.”

“The administration is targeting lawful policies and programs that are beneficial to all Americans,” they wrote. “These policies and programs are not only consistent with state and federal anti-discrimination laws, they foster environments where everyone has an opportunity to succeed.” 

Attorney General weighs in

State Superintendent of Public Instruction Tony Thurmond didn’t immediately respond to requests for comment, but earlier in February he urged schools to “stay focused” and not get distracted by Trump’s orders.

“Now is not the time to be distracted by external efforts to demean and divide,” Thurmond wrote to school authorities. “Please continue to stay the course with local programs that are producing results. Now is the time when our students need consistency, support, and community more than ever.” 

Some parents were dismayed at the directive, saying it would limit their children’s exposure to other cultures. Katie Walton, a mother of three Native American children, said she worried how it would impact Native American programs and curriculum, particularly a  requiring schools to teach about the genocide of Native Californians during the Spanish and Gold Rush eras.

“Me and my husband will teach our kids what they need to know, but I’m worried about all the other kids who might not get this information,” said Walton, who lives in Madera County and whose children are part of the North Fork Rancheria of Mono Indians. “It makes me sad.” 

Angie Barfield, executive director of , said she’s received calls from school administrators throughout the state who are unsure whether to disband their campus Black student clubs.

She tells them to “stand firm.”

“This is not the time to run,” Barield said. “The governor is going to fight, the attorney general is going to fight, and we’re going to fight, too.”

Black student clubs began decades ago

At least 3,000 high school students in California belong to Black student clubs, although the number is probably much higher, Barfield said. The groups date from the late 1960s, when students at San Francisco State started the first Black student union, and have spread to high schools and colleges nationwide.

Traditionally open to everyone, the clubs give students a chance to socialize, discuss issues and advocate for the needs of Black students. The students in Barfield’s organization also go on college tours, run a youth senate and advocate for student health.

“These clubs have a long track record of supporting not just Black students, but all students,” Barfield said. “This order is taking us backwards.” 

Ng and her colleagues are advising school administrators to consult with school boards, lawyers and community members to see what their options are, and how to respond. But, she said, it’s important to stay calm until there’s more specific information from Washington, D.C., such as a Congressional order.

“Regardless of what the Trump administration does, public school doors are still open and kids still show up,” Ng said. “So quitting is not an option, and we have to figure out how to respond.”

Since taking office in January, Trump has made a  to reshape public schools, some of which are already moving forward. He vowed to dismantle the U.S. Department of Education, legalize vouchers for parents to use public money to send their children to private school, and overhaul Title IX, which bans discrimination based on gender.

Earlier this month, the so-called Department of Government Efficiency , which paid for reviews of teaching strategies, literacy programs and special education support, among other services. 

Trump also eliminated a law enforcement provision that protected schools, hospitals and other “sensitive locations” from immigration enforcement. That move has thrown immigrant communities into panic, with parents in some areas .

This story was originally published on CalMatters.

At this year’s summer Paralympics in Paris, earned a silver medal in the F64 shot put. She also competed in the F64 discus event and came in 10th place. F64 is a for Paralympians with limb deficiencies and leg length differences.

“With able-bodied kids, they can use their body differently,” Middleton, a sophomore at Los Osos High School in Rancho Cucamonga, California, The Daily Bulletin in an interview last year. “They have both of their legs. They can do certain things a lot stronger. But it doesn’t matter because I can still compete with them.” 

Middleton is one of three inspiring high school Paralympians on Team USA who are competing in Paris this year. Here are their stories:

ARELLE MIDDLETON, 16

Middleton was with a congenital femoral deficiency, which means her left leg is shorter than her right leg and her left hip is underdeveloped. Despite physical challenges, she competes alongside athletes without disabilities in track and field high school meets.

In 2023, when Middleton was just 15 years old, she was named U.S. Paralympics Track & Field High School Female Field Athlete of the Year, and also a spot on the U.S. Paralympics Track & Field High School All-American list.

Her mother, former WNBA player Sandra Van Embricqs, encouraged Middleton to get involved in sports at an early age.

Middleton joined the Challenged Athletes Foundation, or CAF, at age 12 and frequently won competitions. But when she entered high school, her mother strongly encouraged her to join the Los Osos track and field team.

“I didn’t know how I would feel being with able-bodied kids,” Middleton told The Daily Bulletin. “They wouldn’t really understand as much as kids with a disability would understand, but I met some great people here. It’s good to be part of something with your school.”

The Paralympian plans to compete in both wheelchair basketball and track and field after she graduates in 2026. She believes cross-training will benefit her performance in each sport.

Several college basketball programs have already Middleton.

JORDAN WHITE, 15

At 15 years old, Jordan White is the youngest archer from the U.S. to for the Paralympics this summer. 

A sophomore at Hill Country Christian School of Austin, White’s math teacher Christopher Felleisen calls him a “phenomenal student.”

He’s also a quick learner. The Austin, Texas, native tried archery for the first time less than four years ago when he was looking for a new activity to keep him busy during COVID. He has since won six national records. And less than a year ago, he began working toward competing in Paris.

White was with a right leg that is shorter than the left, challenging his flexibility. He dedicates six to seven days a week to perfecting his form, strength, and mental agility and understands the role he plays in enhancing the representation of people with disabilities in archery. 

“I really hope that I can pave the way for other young disabled archers,” he Hill Country News in August.

“Jordan is a hard worker, asks great questions and is an extremely high achiever,” Felleisen told ����Ӱ��. “What’s exciting about having Jordan in class is that he’s dedicated to doing well and it’s seen in his athletic performance, but his level of achievement is not very different in the classroom.”

White, who is part of a close-knit group of friends known as the ‘Lunch Bunch,’ takes part in his  high school’s engineering pathway program, which focuses on engineering and robotics classes. He’s also a member of the National Junior Honor Society and the yearbook staff. 

“He’s known for being incredibly intelligent and he’s at the top of all his classes, and everyone knows it,” added his academic and college advisor Jessica Pyo.

His teachers say they’re closely following his performance at the Paralympics.

“It looks like he’s having a lot of fun and this is a great story for him to tell, especially with college applications coming soon.” Pyo said.

MAYLEE PHELPS, 17

At just 17, Maylee Phelps has taken wheelchair tennis by storm and has secured a win in the first round of women’s singles in Paris. 

Phelps, a high school junior in Portland, Oregon, was with spina bifida, a condition where the spinal cord does not develop properly. This requires her to wear a leg brace and use a wheelchair.

The Paralympian began competing nationally at age 12, the International Tennis Federation’s Wheelchair Tennis Junior of the Year in 2023 and she scored the No. 1 position on the Cruyff Foundation Girls’ Junior Ranking. 

Phelps her homeschool schedule with at least five days a week of tennis practice and strength training. 

“She just absorbs,” U.S. national wheelchair tennis coach John Devorss the University of Oregon. “You tell her something and it just takes a few times and she’s correcting it herself, which is a great characteristic of any athlete is just be really coachable.”

Phelps and Devorss train in Salem, Oregon, which is more than an hour south of Phelps’ home in Portland. 

In her free time, the tennis player enjoys puzzles and playing with her dog Otis. She also volunteers at Shriners Hospital for Children, introducing children with disabilities to tennis.

Among the athletes competing on Team USA this summer, several are still in high school making their mark in sports ranging from gymnastics to skateboarding. Many of these students are first time Olympians, who will be competing while also managing their class work and other academic responsibilities. 

Young stars on Team USA, such as gymnast Hezly Rivera and sprinter Quincy Wilson, are already rising fan-favorites. 

Meet six high schoolers we’re rooting for on Team USA. Let the games begin!

PAIGE HEYN, 16

Skateboarding made its Olympic debut at the and is returning this year in Paris. 

All eyes will be on Tempe, Arizona’s Paige Heyn, one of the fastest rising women in the sport. Heyn is “almost single-handedly responsible for that level of progression in women’s skateboarding,” John Nicholson, Heyn’s coach with USA Skateboarding, said. “It’s funny to be a pioneer at 16. In a matter of six months, she has directly influenced her competition.”

“I don’t really do normal 16-year-old stuff,” Heyn said.

Known as a switch skater, Heyn’s ability to skate with both her left and right foot forward has set her apart as she competes. 

Heyn is a sophomore enrolled in the United States Performance Academy (USPA), an online middle and high school for young elite athletes. Despite constant travel and time zone changes, she prioritizes her academics, according to her USPA learning coach Blair Lunn. 

“She is really enjoying her World History class,” Lunn told ����Ӱ��. “She is also learning American Sign Language.” 

CLAIRE WEINSTEIN, 17

Claire Weinstein became one of the youngest swimmers to for the 2021 U.S. Olympic Trials at just 13 years old. Now at 17, she intends to keep making history.

With a lifelong record of straight A’s — which she’s recently demonstrated at the online Laurel Springs School — Weinstein’s teachers and trainers applaud her hard work, talent and focus.

“Claire absorbs information and training like a sponge,” Weinstein’s former full-time coach Carle Fierro told ����Ӱ��. “She is efficient in quickly applying corrections to her technique, and is able to make connections in the water a lot of swimmers are unable to do.”

Fierro praised Weinstein for her remarkable sense of humor and hours of free time spent teaching young kids to swim. The teenager has committed to a decorative career as a top swimming recruit in her class at University of California-Berkeley. 

She is interested in either studying law or medicine, Claire’s mother Diane Weinstein told ����Ӱ��.

QUINCY WILSON, 16

16-year-old Quincy Wilson a spot on the Team USA relay team, making history as the youngest-ever male U.S. track and field Olympian.

The upcoming junior is also an honor roll student at Bullis School in Potomac, Maryland.

Wilson brings “absolute joy to the classroom through his excitement to learn something new” and a “positive, respectful, inquisitive nature to each subject, enhancing the learning of his classmates,” Bullis Head of Upper School Robert Pollinco said. 

Wilson has received an array of prestigious honors at Bullis, including the Freshman Manuel José Baca, Jr. Joy of Living Award — and most recently, the Sophomore Head of Upper School Award earlier this spring. 

When not on the track, Wilson enjoys video games like Fortnite and Call of Duty with his friends. 

Pollinco said Wilson is seen as a “consummate scholar, leader, athlete, artist, explorer and most importantly, true friend at Bullis School.”

ALEX SHACKELL, 17

17-year-old Alex Shackell the first female swimmer from Indiana’s renowned Carmel High School to make a U.S. Olympic team. Shackell recognizes she is a part of not only the standing history of Indiana sports, but the athletic legacy of her high school.

Carmel’s swimming program won its consecutive state championship under coach Chris Plumb’s leadership, who believed Shackell’s best opportunity at becoming an Olympian was if she competed in the 200-meter butterfly — and that’s exactly what happened. 

Shackell is a rising junior at Carmel, but has committed to swimming at University of California-Berkeley, where she will be a conference title contender. There, she will her older brother Aaron Shackell, who’s also competing in his first Olympic games this year.

THOMAS HEILMAN, 17

Earlier this summer, 17-year-old Thomas Heilman the youngest American male swimmer to qualify for an Olympics team since Michael Phelps.

However, Heilman dismisses comparisons to the Olympic champion, who has a total of 28 medals.

“It’s always great to be in the same conversation as [Phelps], but I’m trying not to worry about that too much and trying to take things day by day,” Heilman during a press conference after earning his ticket to Paris.

Heilman, an upcoming senior at Western Albemarle High School in Crozet, Virginia, and of the greatest high school swimming recruits of all time, has committed to the University of Virginia.

HEZLY RIVERA, 16

New Jersey native Hezly Rivera is the youngest person competing on Team USA’s roster.

After moving to Texas in 2021, Rivera began at World Olympics Gymnastics Academy. There, she is coached directly by Valeri and Anna Liukin, the parents of Olympic champion Nastia Liukin. The gym has collectively earned 36 World and Olympic medals, having trained Olympians like Carly Patterson and Gabby Douglas.

While Rivera enjoys baking in her downtime (her favorite creations include red velvet and chocolate cakes), spending time with her dog and laying down to rest and recover from six days of training is just as rewarding. 

Rivera attends Inspire Academy, an online school that allows her the flexibility to focus on training full time.

A bill to allow home-educated students to participate in Missouri public school activities is back for the upcoming legislative session — and has been coupled with provisions rolling back state oversight of homeschooling families.

Sen. Ben Brown, a Washington Republican, pre-filed a 52-page bill that largely resembles the version he sponsored that cleared the Senate last session.

While it initially was only two pages and focused on giving homeschool kids the opportunity to play sports and join clubs in public schools, it now would add a new category for home-educated students and rescind attendance officers’ authority over homeschool families.

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“As a former athlete myself whose childhood was greatly impacted by my participation in the sport of wrestling, I feel strongly that it is wrong to deny these potentially life-changing opportunities to children,” Brown told the Senate Education and Workforce Development Committee during a March hearing.

The Missouri State High School Activities Association policy is to allow homeschooled students to participate in their local school districts’ sports if they are enrolled in at least one credit hour of instruction, which is typically two classes in non-block-scheduled schools. School districts are allowed to be more restrictive and ban homeschool participation.

Brown’s bill would prohibit schools from requiring enrollment in classes, but any instruction or training required for the club or sport would still be allowed.

No one testified in opposition to the bill in March, but that was expanded to remove local oversight of homeschooling families.

Oversight

State Rep. Maggie Nurrenbern, a Kansas City Democrat, said what concerns her about the legislation is “simply not knowing which students are being homeschooled.”

“It’s imperative… that when parents make the decision to homeschool their child, we have some reporting procedures in place so that we know which students are actually being homeschooled,” she said in an interview with The Independent.

The bill would remove a section of state law that says families “may provide…  a declaration of enrollment stating their intent for the child to attend a home school” to the local school district or the county recorder of deeds.

Kim Quon, a regional director for the Missouri homeschool advocacy organization Families for Home Education, told The Independent that the statute’s wording “causes confusion for everybody.”

She said the declaration of enrollment is optional because the law says they “may provide” that document. Quon recommends families notify a school in writing if a child is homeschooled, but some have felt obligated to do this by school administrators.

The bill also would rescind a law allowing attendance officers to investigate compliance with the state’s . The law requires home schools to offer at least 1,000 hours of instruction, with at least 600 of those in core subjects like reading and math.

Quon said families document their hours of learning but do not submit that information for review.

“We don’t submit our hours,” she said. “It’s not anybody’s business.”

She is also opposed to attendance officers checking on homeschooling families, saying: “There just doesn’t need to be that level of scrutiny.”

School attendance officers and the Department of Social Services’s Children’s Division can assess whether a child is being neglected after being removed from public school.

found that 36% of families that pulled their children out of public school in a three-year period had at least one accepted report of child abuse or neglect. A majority had multiple reports of abuse or neglect.

Quon said the Children’s Division could still investigate instances of neglect, but she is worried attendance officers may abuse their power.

The Independent asked if she heard of attendance officers investigating families that are tracking hours and homeschooling.

“I don’t know,” she said. “I’m not aware of this happening too terribly much. But the fact that it’s there leaves that option for anybody to do that.”

Homeschooled athletes

Quon said homeschooling families have different reactions to the idea of their kids in public-school sports and clubs.

Some value the privacy of being detached from the school district while others desire access to the amenities their tax dollars help pay for.

Brown’s bill could help alleviate some homeschooling families’ privacy concerns, said Zeke Spieker, legislative assistant to Sen. Jill Carter, a Republican from Granby. Carter testified in favor of Brown’s bill in March.

“There’s always a concern that when you give school students access to these activities that there are going to be some strings attached that would cause a loss of homeschool freedom,” Spieker said. “So last year, in an effort to try to assuage some of those concerns, they created the FLEX category.”

Brown’s bill calls for the defining of “FLEX schools,” or family-led educational experience schools. The differences between FLEX students and homeschool students are that FLEX students can participate in public-school activities and obtain K-12 scholarships through the state’s MOScholars tax-credit program.

Spieker, who was homeschooled himself, said some homeschooling families are still concerned about the FLEX language.

He and his family have talked with home educators for years and made trips to the Missouri Capitol to ask for the ability to play in public school sports.

Spieker said he’s watched opportunities for homeschooled children grow during his family’s advocacy. His brother Jonah, a high-school senior, was homeschooled but played on Webb City’s football team.

Quon said the bill could benefit students further away from Missouri’s major cities the most, where there aren’t many options outside of public school activities.

She said the Families for Home Education’s position on the legislation is “neutral as long as nobody does anything crazy with the bill.”

Last legislative session, the bill expanded in a House committee to include provisions about four-day school weeks, school board vacancies, foster-child enrollment and other education matters. It was never debated on the House floor.

Nurrenbern said the amendments will likely determine the bill’s fate.

“There will be hopefully some good amendments that can be attached to this and make it,” she said. “If there’s more good than bad in the bill, I think it will pass.”

is part of States Newsroom, a network of news bureaus supported by grants and a coalition of donors as a 501c(3) public charity. Missouri Independent maintains editorial independence. Contact Editor Jason Hancock for questions: info@missouriindependent.com. Follow Missouri Independent on and .

Every day across America, millions of people work or volunteer in the many settings where young people play, learn and grow outside of school. Afterschool coordinators build spaces for connection and support and help with homework. Camp counselors and outdoor educators take young people on adventurous and educational trips. Volunteers serve as mentors, coach athletic teams and organize reading programs at public libraries.

These are just some of the committed individuals who make youth development happen. They include vibrant and robust groups of social workers, music teachers, librarians, museum staff and numerous other professionals and volunteers who enrich children’s lives daily.

But the system they work in is fragmented. Funding for youth services is often inadequate, pay is low and there is a lack of clear career pathways. Critical information that other sectors know about their workforces has never been gathered. A first step in making the youth development ecosystem more connected and cohesive is to collect basic data about those working on behalf of children. For example: 

Who they are: What is their age, gender, race and socioeconomic status?

What are their skills and experience: What degrees and certificates have they earned? What other jobs have they held? What professional development do they currently receive, and what do they need to help them improve?

What is their compensation: Are they paid? How much do they make? What benefits do they receive? How does their salary compare with the compensation earned by professionals in similar positions in other sectors? If they volunteer, what motivates them to do so?

Right now, there is only fragmented or limited localized data about the community of workers who contribute to the growth of the nation’s children and youth. To gather reliable and comparable data about who is serving today’s youth — information that is necessary to improve and support the youth development fields — the American Institutes for Research and the Wallace Foundation, in partnership with , launched the . This national research effort is designed to learn more about the staff and volunteers working with youth beyond the classroom.

In addition to uncovering basic facts about demographics, compensation and workforce skills, the survey collects information that will create a comprehensive map of the workforce across national, state and local organizations and inform rapidly changing policies and practices across the field.

The American Youth Policy Forum will use the survey results in educating and engaging policymakers and local nonprofit leaders to understand career and volunteer opportunities and create pipelines for career growth.

In many ways, the field is playing catch-up. Professionals such as lawyers, doctors and teachers have similar information readily available, allowing them to set career goals, identify professional development opportunities and create personal financial plans. Right now, only a few sectors in youth services can access that type of information, and when they do, it’s incomplete. For example, the Early Childhood Workforce index provides state-by-state data and other information that enables practitioners to plan and advocate for future needs and funding. 

Tutors, coaches, afterschool staff and volunteers, and the many other professionals serving children and youth deserve similar information to help them advance their careers. For volunteers in particular, the data could help them evaluate whether there are enough adequate opportunities for high-quality jobs to make a full-time commitment to improving the lives of young people.

The survey will also provide data that will be a launching point for analysis by researchers, economists studying the workforce and policymakers working to improve youth services.  In addition, the American Institutes of Research will write case studies with the National Institute of Out-of School Time that will illustrate the diversity of youth-serving fields, profile real-world successes and allow youth services workers and volunteers to tell their stories.

This research is not a panacea. It alone will not fix all systemic problems in youth services. But it will be an important step in the right direction. It will begin to provide a professional development and career roadmap for those currently serving the nation’s youth, and provide guidance and incentives to a new generation who chose a career in helping America’s greatest treasure: its young people.