Understanding Adultification and the Implications for Children and Young People
- Children, young people and families
Research consistently shows that black children are disproportionately disciplined in schools compared to their peers.
Adultification bias can contribute to this discrepancy, as educational professionals may view their actions as more intentional, aggressive, or problematic.
This results in harsher punishments, more frequent suspensions, and higher expulsion rates, which exacerbates racial disparities in the education system.
The long-term psychosocial implications of adultification are significant. Children and young people who experience adultification can experience increased stress, anxiety, and feelings of isolation.
These effects can have lasting consequences, including lower self-esteem, academic disengagement, and a higher likelihood of involvement with the criminal justice system.
This webinar will provide participants with the knowledge, skills, attitudes and tools to recognize these adultification biases and implement best practices.
By the end of this webinar you will:
- Define and understand adultification bias and its implications for children's development and rights.
- Identify historical and societal factors that contribute to the adultification of marginalized children.
- Recognize the impact of adultification on education, policing, and social care services.
- Analyze real-life case studies to understand systemic biases in professional practice.
- Develop strategies and tools to prevent and mitigate adultification bias in their respective fields.
- Reflect on personal and institutional biases and commit to implementing inclusive and child-centered practices.
Presenters: Dr Denise Miller and Dr Melernie Meheux
Dr Denise Miller and Dr Melernie Meheux are experienced child and educational psychologists, each with over 20 years of expertise in the education sector. Their collective experience spans various educational environments, including schools, universities, and special education settings, where they have implemented evidence-based interventions to support diverse learners.
In addition to direct practice, Denise, and Melernie have contributed to professional development for key stakeholders, designed curriculum improvements, and facilitated assessments for children and young people's individual learning needs. Their involvement with the Division for Education and Child Psychology (DECP) and through their commitment to fostering equitable, diverse, and inclusive educational environments, they aim to ensure that all students achieve academic success, and also develop the social-emotional skills necessary for lifelong learning and well-being.