Empowering Youth Through Their Own Voices (RAISE)

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Tara Lynn Tsosie

July 20, 2026

On July 20, 2026, I attended Day 2 of the RAISE Summit virtually through Zoom. The theme of the day was “Empowering Youth Engagement: Innovation, Tools, and Youth Voice.” The sessions focused on the importance of listening to young people, supporting their goals, improving Vocational Rehabilitation (VR) and transition services, using technology to expand opportunities, and making information more accessible.

The RAISE Summit is designed to connect disability organizations, Parent Centers, and partners to share strategies for improving youth engagement and transition services.

One of the presentations that stood out to me was “What Youth Want Vocational Rehabilitation (VR) Professionals to Know.” I found this session especially meaningful because it focused on recommendations developed by youth themselves through the Youth Engagement Transition Initiative (YETI). It reminded me that young people are experts in their own lives and should have an active role in making decisions about their education, employment, and future.

One important message from the presentation was the need to build trusting relationships with youth before focusing on paperwork, eligibility, or services. Professionals should take the time to learn about a young person’s interests, strengths, and goals. This stood out to me because sometimes young people may feel overwhelmed when meeting with professionals and being asked questions about their future. Building trust first can help youth feel more comfortable and willing to participate.

The training also emphasized the importance of clear and accessible communication. Professionals should avoid using confusing language and acronyms without explaining what they mean. Youth should understand what is happening, what services are available, and what their next steps are. I believe this is important for all families, especially those who may already feel overwhelmed when navigating different systems.

Another takeaway was the importance of self-determination and youth voice. Young people should be encouraged to make informed choices and explore careers that connect to their interests and strengths. They should also be given time to think about important decisions rather than feeling pressured to immediately know what they want to do with their future.

The presentation encouraged professionals to focus on a young person’s strengths instead of their limitations. This really stood out to me because it is easy for systems to focus on what a person cannot do or what challenges they have. However, every young person has abilities, talents, interests, and accomplishments that should be recognized. Helping youth identify their strengths can give them more confidence as they prepare for employment and adulthood.

The training also discussed making career planning meaningful by connecting it to each young person’s vision for their future. Career exploration should include hands-on experiences and real-world opportunities whenever possible. Young people should also have the opportunity to revisit their goals as they grow and discover new interests.

As I listened to this presentation, I thought about the youth and families in rural and tribal communities. Many young people may not have the same access to career exploration, work-based learning, or vocational services as youth in larger communities. Distance, transportation, limited employment opportunities, and a lack of local resources can create barriers. Because of this, it is important to find creative ways to connect youth with opportunities and ensure that their voices are included when programs are developed.

The YETI VR presentation also helped me think about how technology can create new opportunities for youth engagement. Virtual reality and other technology-based tools may provide young people with opportunities to explore careers and experiences that may not be available in their own communities. For youth living in rural areas, technology could be one way to help expand access to career exploration and vocational rehabilitation services.

Another session focused on new accessibility tools, including Canva and other technology. This reminded me that accessibility should be considered whenever we create information for the public. Whether we are creating flyers, presentations, educational materials, or online resources, we should think about how people with different abilities and learning styles will access that information.

This is especially important when working with youth and families with disabilities. Information should be easy to understand, visually engaging, and available in accessible formats. Technology can help organizations communicate more effectively and create resources that are easier for people to use.

One of my biggest takeaways from the summit was that youth engagement should be more than simply asking young people for their opinions. Young people should be included as active participants in planning and decision-making. Professionals should speak directly to youth, listen to their ideas, and make sure they understand what decisions are being made and what their next steps are.

The resources and tools that I found valuable from this training include:

  • Youth Engagement Transition Initiative (YETI) – Youth-developed recommendations for improving Vocational Rehabilitation and transition services.
  • What Youth Want VR Professionals to Know – Guidance developed from youth perspectives to help VR professionals build stronger relationships and provide more meaningful services.
  • Youth Recommendations for Improving VR, Pre-ETS, and Transition Services – A companion resource that provides youth-centered recommendations for improving services.
  • Person-Centered Planning – A planning approach that focuses on each young person’s strengths, interests, preferences, and goals.
  • Strengths-Based Practices – Approaches that focus on a person’s abilities and potential rather than focusing primarily on limitations.
  • Self-Advocacy and Self-Determination Tools – Resources that help youth understand their rights, make informed decisions, and participate in planning for their futures.
  • Accessible Communication Tools – Strategies such as using plain language, explaining acronyms, and clearly communicating next steps.
  • Career Exploration and Work-Based Learning – Opportunities that allow youth to explore careers through hands-on experiences and real-world learning.
  • Vocational Rehabilitation Services – Services that can help eligible youth and young adults with disabilities prepare for employment and develop career goals.

After attending Day 2 of the RAISE Summit, I was reminded that young people should not be viewed simply as recipients of services. They are partners in the process. They have valuable experiences, ideas, and perspectives that can help professionals improve the services they provide.

For me, this training reinforced the importance of creating opportunities for youth to speak for themselves, make informed choices, and have a meaningful role in planning their futures. This is especially important in rural and tribal communities, where young people may face additional barriers to accessing services and opportunities.

My biggest takeaway is that we cannot truly empower youth without listening to them. When we build trust, communicate clearly, recognize strengths, provide accessible resources, and allow young people to make informed choices, we create stronger pathways toward education, employment, independence, and a successful future.

LINK to the training providers: RAISE Center – A SPAN Project

Autism and Gender Diversity (UNM)

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Tara Lynn Tsosie

July 13, 2026

On July 13, 2026, I attended the NM START Clinical Education Training on Autism and Gender Diversity through the UNM Center for Development and Disability. The training provided an opportunity to learn more about autism, gender diversity, and the experiences that autistic and gender-diverse individuals may face in their families, schools, and communities.

Before attending this training, I had some knowledge of autism and gender diversity, but I realized there was still much more for me to learn. Working in social services, I believe it is important to continue educating myself so that I can better understand the people and families I serve. This training reminded me that every person has their own experiences, strengths, challenges, and needs, and that we should never define someone only by a diagnosis or a label.

One of the biggest things I took away from the training was the importance of looking at the whole person. When supporting someone with autism or someone who is gender diverse, it is important to understand their strengths, interests, relationships, and individual experiences rather than focusing only on the challenges they may face. A person should be seen for who they are and treated with dignity and respect.

The training also helped me think about how difficult it can be for young people who may feel misunderstood or unsupported. Some youth may struggle with anxiety, depression, bullying, isolation, or feeling like they do not belong. When someone does not feel accepted or safe, these challenges can become even more difficult. This made me think about the importance of having supportive families, schools, healthcare providers, mental health professionals, and community members who are willing to listen and learn.

Another important lesson for me was the need for communication and support systems. Families should not have to navigate these experiences alone. It is important for parents and caregivers to have people they can turn to for information and guidance. Schools and service providers also need to understand how to communicate respectfully with individuals and families and connect them with appropriate resources.

As someone who works with families in rural and tribal communities, the training also made me think about the barriers that many families face when trying to access services. On the Navajo Nation, families may live many miles away from healthcare providers, mental health services, and specialized programs. Some families may not know where to find information or may have difficulty accessing services because of transportation, limited providers, or a lack of resources in their communities.

I believe that education needs to reach families where they are. Information about autism, gender diversity, mental health, and suicide prevention should be available in rural communities and presented in ways that families can understand and feel comfortable discussing. It is also important that services are culturally responsive and that providers understand the communities they serve.

The training encouraged me to think about resources that could be helpful to families and individuals who may need additional support. Some resources that may be beneficial include:

  • UNM Center for Development and Disability (CDD) – Provides information, training, and resources related to developmental disabilities and supports for individuals and families.
  • NM START – Provides training and resources focused on supporting individuals with autism and other developmental disabilities.
  • Transgender Resource Center of New Mexico (TGRCNM) – Provides education, support, and resources for transgender and gender-diverse individuals, families, and providers.
  • Equality New Mexico – Provides information, education, and advocacy related to LGBTQ+ communities and equality.
  • UNM LGBTQ+ Resource Center – Provides educational resources and support related to LGBTQ+ identities and experiences.
  • Casa Q – Provides support and services for LGBTQ+ youth and young adults.
  • 988 Suicide & Crisis Lifeline – Provides free, confidential crisis support for people experiencing emotional distress or thoughts of suicide by calling or texting 988.

While these resources can be helpful, I believe there is still a need for more accessible services for families living in rural and tribal communities. Families should not have to travel long distances or search through multiple organizations to find help. There is an opportunity for organizations, schools, healthcare providers, and community programs to work together to make information and resources easier to access.

Overall, attending the Autism and Gender Diversity training gave me a better understanding of the importance of education, compassion, and support. It reminded me that when we take the time to learn about the experiences of others, we become better equipped to support them. As someone who works with families and communities, I believe it is my responsibility to continue learning and sharing information that can help others.

My biggest takeaway from this training is that understanding can be the first step toward creating a more supportive community. When families have access to education, resources, and people who are willing to listen without judgment, they are better equipped to support their loved ones. I hope that trainings like this continue to reach more professionals, parents, educators, and community members, especially those serving rural and tribal communities where resources may be limited.

LINK to the training provider: UNM Center for Development and Disability

Autism, ADHD, Anxiety, Depression (UNM)

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Elvira Dennison

Naschitti, NM

July 13, 2026

When I first registered for the presentation through the UNM Center for Development and Disability, I did not know what to expect. The topic was autism and gender diversity, and although I had attended trainings before, I was not sure how this one would connect to me personally. I thought I would simply listen, take notes, and learn a few new terms. I did not realize that the presentation would touch something much deeper in my heart.

The presentation began with a scenario about a young person who was seventeen years old and attending a charter school. The presenters described her strengths first. She was creative, brave, loving, humorous, and eager to learn. She also had perspective and many good qualities that made her more than just a list of diagnoses. That part stood out to me because it reminded me that every person has strengths, even when they are going through difficult challenges.

As the presenters continued, they explained that this young person was also dealing with autism, ADHD, anxiety, depression, and gender incongruence. She faced school challenges, social stress, transphobic comments, and the difficulty of leaving home and feeling exposed in public. She had experienced hospitalizations because of suicidal thoughts, self-injury, and destructive behaviors. Hearing this was painful, but it helped me understand how complicated life can be for autistic and gender-diverse youth, especially when they do not feel safe or accepted.

One part of the presentation that helped me understand was the support diagram. The presenters placed the young person in the center and showed the people connected to her life. Around her were family members, friends, school staff, mental health professionals, and others who could offer support. The diagram showed that one person does not heal or grow alone. Support comes from relationships, communication, encouragement, and understanding. It also showed how important it is for families and professionals to work together.

The presentation also explained gender identity, gender expression, biological sex, and sexual orientation. The presenters used Gender bread Person as a visual example, and that helped me understand these ideas more clearly. I had heard about pronouns such as she/her, he/him, and they/them before, but it had taken me time to understand and adjust. Over time, I learned that respecting a person’s pronouns is one way to respect who they are. This presentation made that lesson even clearer for me.

As I listened, I began to think about my own daughter. For years, I had tried to understand who she was and what she was going through. There were times when she would tell me, “You don’t understand,” and I did not know how to respond. I wanted to understand her, but I did not have the words, the education, or the resources. Living in a rural area of the Navajo Nation, information about autism, gender diversity, and mental health was not easy to find. Families like mine were often left trying to figure things out on our own.

During the presentation, I felt emotional because I began to see my daughter’s experience in a new way. I thought about the discrimination she faced in public and the way people treated her differently. I thought about the lack of education in our schools and communities. I also thought about how many young people may be struggling silently with mental health, identity, bullying, suicidal thoughts, or substance use because they do not feel understood or supported.

This presentation made me realize how much education is still needed in rural communities. Parents, families, schools, and community members need access to information about autism, gender diversity, mental health, and suicide prevention. These conversations are not always easy, but they are necessary. Without understanding, people can feel alone. With understanding, families can begin to support one another with more compassion.

By the end of the presentation, I was grateful that I had attended. I wished I had learned this information years earlier, when I was first trying to understand my daughter. Still, I am thankful for what I know now. The presentation gave me clearer understanding, more compassion, and a stronger desire to see education and resources become available for families in our communities. It reminded me that when people are supported, respected, and seen for who they are, healing and understanding can begin.

LINK to the training provider: UNM Center for Development and Disability