Written by: Rachel Brauner
Military-connected youth face challenges that many of their peers do not—frequent relocations, parental deployments, and the emotional toll of uncertainty (Bello‐Utu & DeSocio, 2015; Esposito-Smythers et al., 2011).While these experiences can foster strength, they can also strain a young person’s development. That’s where youth development programs like the Military Teen Ambassadors (MTA) program step in, offering structure, support, and opportunities to thrive.
A recent study published in the Journal of Experiential Education by Garst et al., (2025) highlights how youth-adult partnership (YAP) models embedded in the MTA program positively influenced the skill development and career readiness of military-connected youth. For providers and youth-serving professionals, this research offers valuable insight into what works and why.
The Power of Youth-Adult Partnerships
At the heart of the MTA Steering Committee is a genuine collaboration between teens and adult advisors. Unlike traditional mentoring or hierarchical youth programs, the YAP model fosters mutual respect, shared accountability, and decision-making power (Camino, 2000; Weybright et al., 2017). Teens are not passive participants, they’re actively involved in shaping programs, planning events, and leading alongside adults.
According to the study’s authors (2025), these partnerships were found to enhance public speaking, leadership, organization, teamwork, and responsibility. More importantly, they built confidence, cultural competence, and a sense of belonging, core components of Positive Youth Development (PYD) (Garst et al., 2025).
Skill Building and Career Readiness
The study found that youth who participated for two or more years in the MTA Steering Committee demonstrated significant growth in organizational skills and career competencies like confidence and control. These outcomes are linked to what the authors call “practice opportunities,” real chances to lead, fail, adjust, and succeed within a safe and supportive environment (Garst et al., 2025).
According to Garst et al., (2025) the model doesn’t just prepare youth for college or careers, it helps them envision themselves as capable contributors in any future context. Participants cited networking, resume-building, and self-advocacy as key takeaways from the experience (Garst et al., 2025).
Implications for Providers
For professionals working with military-connected youth or marginalized populations, this research underscores several actionable strategies:
- Implement youth-adult partnerships: Involve youth as true collaborators, not just beneficiaries. Shared leadership promotes deeper engagement and long-term growth.
- Prioritize skill application: Give youth real-world tasks that align with their strengths and stretch their comfort zones. Experiential learning is key.
- Foster stability through relationships: Inconsistency may be a given in military life, but consistent adult support within programs can be a powerful stabilizing force.
- Use strengths-based frameworks like the Seven Cs: The MTA program incorporated a model focused on competence, confidence, connection, character, contribution, coping, and control, each reinforcing resilience.
A Model Worth Replicating
Military-connected youth deserve programming that not only meets them where they are but propels them forward. For youth-serving organizations, incorporating youth-adult partnerships and experiential learning into program design is more than just a good idea, it’s an evidence-based approach to helping young people, especially those facing adversity, find their voice and their path.
References
Bello‐Utu, C. F., & DeSocio, J. E. (2015). Military deployment and reintegration: A systematic review of child coping. Journal of Child and Adolescent Psychiatric Nursing, 28(1), 23–34. https://doi.org/10.1111/jcap.12099
Camino, L. A. (2000). Youth-adult partnerships: Entering new territory in community work and research. Applied Developmental Science, 4(sup1), 11–20. https://doi.org/10.1207/s1532480xads04suppl_2
Esposito-Smythers, C., Wolff, J., Lemmon, K. M., Bodzy, M., Swenson, R. R., & Spirito, A. (2011). Military youth and the deployment cycle: Emotional health consequences and recommendations for intervention. Journal of Family Psychology, 25(4), 497–507. https://doi.org/10.1037/a0024534
Garst, B. A., Heffington, L. E., Bowers, E. P., Parry, B. J., Quinn, W. H., & Patino, M. (2025). Application of a youth-adult partnership model to facilitate skill development among military-connected youth. Journal of Experiential Education. https://doi.org/10.1177/10538259251328910
Weybright, E. H., Trauntvein, N., & Deen, M. K. (2017). “It was like we were all equal:” Maximizing youth development using youth-adult partnerships. Journal of Park and Recreation Administration, 35(1), 5–19. https://doi.org/10.18666/jpra-2017-v35-i1-7246
*Image Source: iStockphoto 1420104577; Ginnet Delgado
