What are the main factors that affect youth wellbeing?

Youth wellbeing is influenced by a combination of biological (e.g., puberty, brain development), psychological (e.g., self-esteem, coping strategies), and social factors (e.g., family relationships, peer pressure, school environment, community safety). Digital technology and socioeconomic conditions also play significant roles. The biopsychosocial model helps explain how these factors interact.

How can I identify a young person at risk of poor wellbeing?

Look for changes in behaviour (e.g., withdrawal, aggression, decline in school performance), emotional signs (e.g., persistent sadness, anxiety), physical symptoms (e.g., changes in appetite, sleep problems), and social indicators (e.g., isolation, conflict with peers). Use risk and protective factor frameworks to assess vulnerability, and always follow safeguarding procedures.

What is the difference between risk factors and protective factors?

Risk factors are conditions that increase the likelihood of poor wellbeing, such as family conflict, poverty, or bullying. Protective factors are conditions that buffer against adversity, like a supportive adult, positive friendships, or a sense of belonging. Both can be present simultaneously; the balance between them determines a young person's resilience.

How does social media impact youth mental health?

Social media can negatively affect mental health through cyberbullying, social comparison, sleep disruption, and FOMO. However, it can also provide social support, identity exploration, and access to mental health resources. The impact depends on usage patterns, individual vulnerability, and the presence of offline protective factors.

What strategies can youth workers use to promote wellbeing?

Effective strategies include building trusting relationships, creating safe and inclusive environments, empowering young people through participation, teaching coping skills, and providing early intervention. It's also important to collaborate with families, schools, and other agencies to address multiple influencing factors.

Why is resilience important for youth wellbeing?

Resilience helps young people cope with challenges, adapt to change, and recover from setbacks. It is not a fixed trait but can be developed through supportive relationships, problem-solving skills, and a positive self-concept. Building resilience is a key protective factor that reduces the impact of risk factors.

Youth Wellbeing and Influencing Factors

TRANSCEND AWARDS

vocational

This subtopic explores the multidimensional nature of youth wellbeing, encompassing physical, emotional, social, and cognitive aspects as outlined in current health guidelines for 11-18-year-olds. It equips coaches with the knowledge to identify key influencing factors such as lifestyle, environment, and relationships, and to apply holistic strategies that foster positive development.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Transcend Level 2 Award in Youth Wellbeing and Influencing Factors

Topic Overview

The Transcend Level 2 Award in Youth Wellbeing and Influencing Factors explores the key elements that contribute to the mental, emotional, and social wellbeing of young people aged 11–19. This qualification covers the internal and external factors that shape youth wellbeing, including biological changes, family dynamics, peer influence, social media, and community environment. Students will learn to identify risk factors (e.g., bullying, poverty, family breakdown) and protective factors (e.g., strong relationships, positive school climate, resilience) that affect young people's development and mental health.

Understanding these factors is essential for anyone working with young people, as it enables early identification of those at risk and the implementation of appropriate support strategies. The award also emphasises the importance of promoting positive wellbeing through youth work, education, and community initiatives. By the end of this unit, students will be able to critically analyse how different influences interact and impact a young person's overall wellbeing, preparing them for roles in youth work, childcare, or further study in health and social care.

Key Concepts

Core ideas you must understand for this topic

→Biopsychosocial model: Understanding how biological (e.g., puberty, brain development), psychological (e.g., self-esteem, coping skills), and social factors (e.g., family, peers, culture) interact to influence wellbeing.
→Risk and protective factors: Identifying factors that increase vulnerability to poor wellbeing (e.g., trauma, substance misuse) versus those that buffer against adversity (e.g., supportive adult relationships, community belonging).
→Resilience: The ability to adapt and thrive despite challenges; how it can be developed through positive relationships, problem-solving skills, and a sense of purpose.
→Impact of digital technology: How social media, screen time, and online interactions affect self-image, sleep, and social connections, including cyberbullying and FOMO (fear of missing out).
→Youth voice and participation: The importance of involving young people in decisions affecting their wellbeing, and how empowerment contributes to positive outcomes.

Learning Objectives

What you need to know and understand

The aim of this unit is to develop the learner’s knowledge of youth wellbeing and influencing factors. Learners will develop an understanding of the health and wellbeing guidelines for youths aged 11-18. They will also understand wellbeing dimensions, influencing factors and techniques to apply to develop youth wellbeing using a holistic approach in the context of their role as a coach.

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately outlining the government's health and wellbeing guidelines for adolescents, including recommended physical activity and nutrition.
Award credit for clearly explaining the five dimensions of wellbeing (physical, emotional, social, intellectual, spiritual) and how they interrelate.
Award credit for demonstrating the ability to identify at least three influencing factors (e.g., family dynamics, peer pressure, socioeconomic status) and their impact on youth wellbeing from a coaching perspective.
Award credit for devising a holistic action plan that integrates multiple dimensions and influencing factors to support a young person's wellbeing.

Assessment Guidance

Guidance for achieving higher grades

💡When discussing influencing factors, always connect them to concrete coaching strategies; never leave factors as theoretical.
💡Use case studies or scenarios from the 11-18 age range to demonstrate practical application of holistic approaches.
💡Ensure your evidence clearly references current UK frameworks such as the 'Healthy Child Programme' or 'Youth Wellbeing Directory'.
💡In assignments, structure your response by dimension, then factor, then technique, to show systematic understanding.
💡Use specific examples from real-life youth work scenarios to illustrate how factors interact. For instance, describe how a young person experiencing family breakdown (risk factor) might be supported by a trusted youth worker (protective factor).
💡When discussing influences, always consider both positive and negative aspects. For example, peer influence can lead to risky behaviour but also to positive social norms and support.
💡Link your answers to the biopsychosocial model to show a holistic understanding. Examiners look for evidence that you can analyse how different domains interconnect.

Common Mistakes

Common errors to avoid in your coursework

Focusing solely on physical health aspects of wellbeing and neglecting emotional or social dimensions.
Confusing the role of a coach with that of a therapist, overstepping professional boundaries by attempting to diagnose mental health issues.
Failing to link influencing factors to specific wellbeing dimensions, providing vague or generic explanations.
Misinterpreting UK guidelines by applying adult health recommendations to young people.
Misconception: 'Wellbeing is just about being happy all the time.' Correction: Wellbeing includes emotional ups and downs; it's about having the skills and support to manage difficult emotions, not avoiding them.
Misconception: 'Risk factors always lead to poor wellbeing.' Correction: Risk factors increase likelihood but do not guarantee negative outcomes; protective factors can mitigate their impact.
Misconception: 'Social media is always bad for young people.' Correction: While it poses risks, social media can also provide support networks, identity exploration, and access to helpful resources when used positively.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development stages (e.g., from Level 1 or GCSE Child Development).
•Familiarity with the concept of mental health and common wellbeing issues in young people.
•Some knowledge of safeguarding principles and the role of youth workers.

Key Terminology

Essential terms to know

The aim of this unit is to develop the learner’s knowledge of youth wellbeing and influencing factors. Learners will develop an understanding of the health and wellbeing guidelines for youths aged 11-18. They will also understand wellbeing dimensions, influencing factors and techniques to apply to develop youth wellbeing using a holistic approach in the context of their role as a coach.

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Youth Wellbeing and Influencing Factors

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Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

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