Storytelling is an effective way to build connections, strengthen self-reflection, reduce prejudice, and amplify the voices and ideas of young people (Aldana et al. 2016; Checkoway et al. 2016). The process of building and sharing social impact stories—those meant to raise public consciousness and inspire social or environmental change—increases youth’s community engagement and validates their capacity to contribute meaningfully to their life’s contexts (Gonzalez et al. 2024; Watts et al. 2011). Here are some resources to help you infuse social impact storytelling into your 4-H or other youth-centered program.

At a time of growing polarization and divisiveness, creating intentional spaces for engaging in authentic, respectful dialogue is important. As opposed to debate, which values being right and winning an argument, dialogue seeks shared purpose and learning, with the goal of understanding another’s perspective and lived experiences, even—and especially—amidst disagreement (Gonzalez and Kokozos 2019). Creating a culture of dialogue begins with establishing community agreements, which are collaboratively established guidelines for interpersonal exchange and learning. After rapport and trust have been created and needs are understood, young people can engage in respectful and nuanced dialogue about complex social issues and reflect on what it means to inspire positive change in their schools, communities, and the world.

Storytelling is often perceived as a skill meant solely for creative individuals. Some young people may not view themselves as storytellers, either because of their limited exposure to or misperceptions about storytelling or their insecurity about their ability to effectively create stories that are worth sharing. Thus, it is important to begin with low-stakes activities that can ease any lingering anxieties and strengthen youth’s confidence.

According to the late Brazilian educator and philosopher Paolo Freire (2000), self-reflection is a prerequisite for informed social action. Reflection keeps youth’s stories intentional and ensures that they never lose sight of their “why.” When creating stories about complex social issues, self-reflection requires young people to examine the dynamics of power in perpetuating inequality and how their identities and lived experiences influence what stories they choose to tell and from what angle (Gonzalez et al. 2020).

Building and sharing stories about complex social issues requires skills that convey the story’s overarching message ethically and effectively. Beyond a basic narrative structure with a clear beginning, middle, and end, stories should be grounded in truth and ethics. Stories must be informed by credible sources and accounts about another person’s experience must be accurate and shared with their consent. Youth should also aim to create stories that are compelling, create public awareness, and drive individual and collective action.

From spoken word poetry to visual art and photography, there is no shortage of compelling media for storytelling. Exposing youth to a variety of formats helps to account for different learning needs and ensures that everyone can leverage their skills to create a story they are proud to share. Consider collaborating with your local library to expose youth to a variety of storytelling formats, such as podcasting, that they may not otherwise have access to.

Studies have found that young people who are given opportunities to share their stories outside the confines of a classroom or community organization report increased confidence in their capacity to contribute meaningfully to their schools and communities (Lee et al. 2021; Gonzalez et al. 2024). Making youth’s work visible by providing strategies for partnering with local media or engaging community stakeholders signals to them that their ideas are worthy of sharing. In turn, they become more engaged, confident, and invested in the process.

Social impact storytelling does not start and stop with a narrative. Encouraging collaboration, both with adults and peers, helps youth be open to new ideas and individuals with whom they can work to increase their impact and ensure their message reaches a broader audience. As a professional who serves young people, guiding them to relevant resources and connecting them with leaders and storytelling opportunities will help ensure that their efforts are successful.

Aldana, Adriana, Katie Richards-Schuster, and Barry Checkoway. 2016. “Dialogic Pedagogy for Youth Participatory Action Research: Facilitation of an Intergroup Empowerment Program.” Social Work with Groups 39, no. 4: 339-358. ↲

Checkoway, Barry, Todd Lipa, Erica Vivyan, and Sue Zurvalec. 2016. “Engaging Suburban Students in Dialogues on Diversity in a Segregated Metropolitan Area.” Education and Urban Society 49, no. 4: 388-402. ↲

Freire, Paulo. 2000. Pedagogy of the Oppressed, 30th Anniversary Edition. New York: Continuum International Publishing Group Inc. ↲

Gonzalez, Maru and Michael J. Kokozos. 2019. “Prejudice Reduction in Public Schools: A Dialogic Approach.” Journal of Educational Research and Practice 9, no.1: 340-348. ↲

Gonzalez, Maru, Michael J. Kokozos, Christy M. Byrd, and Katherine E. McKee. 2020. “Critical Positive Youth Development: A Framework for Centering Critical Consciousness.” Journal of Youth Development 15, no. 6: 24-43. ↲

Gonzalez, Maru, Michael J. Kokozos, Christy M. Byrd, and Katherine E. McKee. 2024. “Storytelling Through a Critical Positive Youth Development Framework: A Mixed Methods Approach.” Journal of Youth Development 19, no. 1. ↲

Lee, Crystal Chen, Kelsey Virgnia Dufresne, and Jackie Eunjuna Relyea. 2021. “They are doers”: Writing to Advocate with Immigrant Youth in Community-Based Organizations.” Journal of Adolescent & Adult Literacy 64, no. 5: 497–509. ↲

Watts, Roderick J., Matthew A. Diemer, and Adam M. Voight. 2011. “Critical Consciousness: Current Status and Future Directions.” In Youth Civic Development: Work at the Cutting Edge, edited by Constance A. Flanagan and Brian D. Christens, 43–57. Denver: Wiley and Sons. ↲

This fact sheet is part of a project that received peer-reviewed funding from North Carolina State’s Outreach & Engagement Incentive Grant.