Youth Engagement Indicators
Youth level
Youth-level indicators “set a standard or aspiration for youth engagement from the perspective of youth, and focus on topics such as type of engagement, level of engagement, and satisfaction with engagement” (YouthPower Learning Youth Engagement Community of Practice, 2018). These indicators measure youth engagement from youth’s perspective only, and as such most of the data collection for these indicators would be with youth. The dimensions within this guide for the youth-level indicators were adapted from the Youth-Adult Partnership (Y-AP) Rubric which highlights four critical dimensions of youth-adult partnerships: (1) connectedness (2) authentic decision-making, (3) mentors, and (4) reciprocity.
• Connectedness – Youth are actively involved in their communities and civil society.
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Measurement statement from brief |
Illustrative indicator example |
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Youth are actively engaged in program (a) design (b) implementation (c) monitoring and evaluation |
• Number of invited young people in the program who attend 80% of all program activities. |
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Youth are engaged in governing or decision-making bodies
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• Number/proportion (%) of youth participating in: ______________ (e.g., political office, political party, governing body etc) |
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Youth are actively engaged in politics and vote. |
• Percentage change in voter participation among community youth |
Indicators developed by YouthPower Learning |
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| Youth have opportunities to make community contributions e.g. (social justice, civil society, and volunteering).
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• Number/proportion (%) of youth invited to contribute to ______________ by local and national youth serving organizations or institutions (e.g., advisory boards, government offices, panels, teams, program planning.) • Number/proportion (%) of youth participating in one or more of the following (select all that apply): Advocacy |
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Community members recognize that youth can positively impact the community. |
• Increased youth report of positive value and/ or recognition by adults at the conclusion of training/programming |
• Authentic decision-making – Youth are involved in meaningful decision-making. Youth have voice, express themselves, and use their knowledge to make decisions.
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Measurement statement |
Illustrative indicator example |
Source |
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Youth voices are shared and valued |
• Number of youth who state that their voices are shared and valued (Level 5)
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Adapted from Measuring and Understanding Youth Engagement Example: Level 3: Youth have some opportunity to lead conversations but their input may not be taken into account. Level 5: Youth bring in new perspectives and their inputs are valued. |
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• Percentage of participating youth who report that their concerns were heard by elected officials or other community leaders |
Indicator developed by YouthPower Learning |
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Youth are able to meaningfully participate in and influence decision making. |
• Number/proportion (%) of youth participating in: ______________ (e.g., community decision-making processes, program design, implementation, community service.)
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• Number of youth participating in authentic decision-making (Level 5) |
Adapted from Measuring and Understanding Youth Engagement Example: Level 3: Youth are allowed to make decisions on low-stake items such as the food they want to order. Level 5: Youth participate in decisions in high-priority areas |
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• Number of policy recommendations submitted by youth to community decision makers |
Indicator developed by YouthPower Learning |
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Youth have key leadership roles or responsibilities. |
• Number/proportion (%) of youth in key leadership roles (Level 5) |
Adapted from Measuring and Understanding Youth Engagement
Example Level 3: Youth may take on low-stake leadership roles such as leading icebreakers or taking meeting notes. Level 5: Youth serve in key leadership roles (e.g., researchers, program implementers, collectors), lead conversations give directions, or co-partner with adults |
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• Number of youth who ascend to leadership roles in community organizations |
Indicators developed by YouthPower Learning |
• Mentors – Adults intentionally support relationships with youth to help their personal and professional development.
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Measurement statement |
Illustrative indicator example |
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Adults support youth with appropriate boundaries. |
• Number/proportion (%) of youth with mentors at the conclusion of training/programming |
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| Adults help youth think about goals and possibilities for the future and identify steps to achieve them. |
• Increased ability to plan and set goals at the conclusion of training/programming |
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• Adult-youth partnerships (reciprocity) - Youth and adults work together as partners. Youth learn from adults and adults from youth. Differing perspectives and life experiences contribute to a rich collaboration.
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Measurement statement |
Illustrative indicator example |
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Youth and adults create a mutual agenda. |
Number of youth and adults who create a mutual agenda for youth engagement (Level 5) |
Adapted from Measuring and Understanding Authentic Youth Engagement Example: Level 3: Agenda involves minimal youth input or youth have little opportunity to develop leadership skills or partner with adults to design their own programs. Level 5: Youth share in setting the agenda or activity content. |