Feasibility Results of a Participatory Teacher Professional Development Intervention to Promote Positive Youth Development for Somali, Latino, and Hmong Youth

To describe the feasibility and preliminary efficacy of a teacher-focused intervention designed to improve Somali, Latino, and Hmong (S/L/H) 9th grade student emotional well-being and reduce substance use by increasing teacher-student connectedness and promotion of positive youth development (PYD) internal assets. This project used community based participatory research (CBPR), an approach to research that recognizes the knowledge, expertise, and resources of communities, and so engages community members as full partners in generating effective and sustainable responses to complex health issues.