Whereas some youth could take for granted their safety and legalstatus in the country and author letters about higher education and climatechange, many letters from lower SES schools suggest that core issues of imme-diate safety must be at the heart of civic dialogue and instruction today.

Building from these voices, we must design newapproaches to supporting the civic needs of students across the diverse con-texts from which they are heard

hen provided a space and platform for voic-ing civic thought, students articulated complex statements about their needs,hopes, and fears during a particularly caustic political moment.

Personal experience was most likely to be used withinletters that made empathic appeals, and then ethical appeals, and least likelyto be used in letters making logical appeals. This association suggests oneversion of a more relational approach to verbal empowerment and participa-tion (Allen, 2016).

However, among the tags included in ‘‘Guns’’were ‘‘gun issues,’’ ‘‘second amendment,’’ ‘‘gun control,’’ and so on, indicat-ing topics related to firearms rights, legislation, and restrictions, whereas the‘‘Violence’’ topic included tags such as ‘‘violence,’’ ‘‘abuse,’’ ‘‘murder,’’ and‘‘killing,’’ suggesting a focus on actual violent acts rather than on the weap-ons used. Thus, while students from higher income communities and stu-dents from largely White schools may be more concerned about firearmissues, students in schools serving largely students of color as well as servinglargely lower income students were more likely to express concern about

Opinion Project (Harvard University Institute of Politics, 2016), ages 18 to 29years, listed the economy and terrorism as top concerns in fall 2016. Whilethe economy was the ninth most prevalent issue in the LTNP, terrorismwas not in the top 20 topics and occurred in only 342 letters, just over 3%.In the Harvard poll, ‘‘reducing inequality,’’ ‘‘

erbal empowerment, according to Allen, includes skills fundamen-tal for interpreting and communicating; we detail the historic role of writingas a civic practice in the section below. Additionally, recognizing that dem-ocratic knowledge covers a large span of historical and theoretical ground,Allen emphasizes the critical role ofrelationalcomponents of participatingin a democracy

but more research is needed to understand the view-points of teens across diverse contexts

students how to give and receive peer feedback we've built that into our program we're helping students understand that quality work is the result of many many drafts and many iterations many failures and many 00:18:24 mistakes we're teaching students specific project planning tools as well as executive planning tools and we're continuing to build in more mindfulness and focused tools so this is an example 00:18:35

The quote above from Juliet Shor

Ito, M., Martin, C., Pfister, R. C., Rafalow, M. H., Salen, S., & Wortman, A. (2018).Affinity online: How connection and shared interest fuel learning. New York, NY:NYU Press

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identify the social and technological changes influencing today's learning contexts