This article argues that the right of young people to participate in decisions being made about them forms the basis for professional youth work practice. The authors consider the nature of ‘participation’ and its relation to human rights, and introduces the concept of ‘adultism’ and the challenges for youth workers combatting ‘adultist’ beliefs and practices in the work of participation. The paper considers the benefits and limitations of youth participation models, and addresses the relationship between rights‐based participation practice, and critical pedagogy (dialogical) in youth work.

Background: The international education sector is important not only to Australian society, but also to the national economy. There are growing concerns about the potential wellbeing challenges facing international students in their host country, owing to acculturative stress; including loneliness, isolation and experiences of racism. Risks include poor mental health and decreased likelihood to access support due to stigma, language and cultural barriers, not knowing where to seek help, and poor mental health knowledge. Methods: This study explored students’ perceptions of their accommodation, subjective wellbeing (through the Personal Wellbeing Index, [‘PWI’]), mental health help-seeking and individual engagement with evidence-based everyday health promotion actions (informed by the ‘5 Ways to Wellbeing’ model) through an online survey (N = 375) and three online focus groups (N = 19). A mixed-methods approach using descriptive statistics, ANOVA, regression analysis and thematic analysis, were used. Results: The PWI of international students in the survey was observed to be substantially lower (M = 60.7) than that reported for the Australian population (M = 77.5). Accommodation impacted on wellbeing (loneliness, belonging, connectedness) in a number of different ways including through location, safety, and shared accommodation. In terms of help-seeking, international students noted a number of barriers to accessing support for mental health: cost of accessing support, language and cultural barriers, lack of information on where to find support and stigma. Conclusions: In the discussion, implications of the findings are considered, including that more could be done to shape policy and practice in service and facility provision around wellbeing, connectedness, and help-seeking for mental health support of international students.

Aim: The study sought to develop an understanding of Australian first-year university residential college students’ alcohol consumption, their experience of alcohol-related harms and their alcohol knowledge. Method: Students were surveyed during Orientation Week in 2015 ( N = 84, men 36%) and again in 2017 ( N = 97, men = 45%) using the Alcohol Use Disorders Identification Test (AUDIT) to measure alcohol consumption, and purpose-designed measures of alcohol-related harms and alcohol knowledge. Results: The mean AUDIT score across the two cohorts was 10.79, placing these first-year college residents at much riskier consumption levels than their Australian undergraduate and international peers. Three-quarters were consuming alcohol at hazardous/harmful levels. They reported frequent occurrence of alcohol-related harms and, given the higher levels of drinking, these were for the most part more pronounced than in other studies: vomiting (73%), memory loss (55%), regretting their actions when drinking (41%), not having enough money because of money spent on alcohol (31%), doing something dangerous just for fun (29%), being injured (27%), poor performance at work (22%), poor physical health (21%), loss of consciousness (20%), and having sexual encounters they later regretted (19%). Poor knowledge of standard drink measures, particularly in relation to blood alcohol concentration, was also indicated. Conclusions: The study highlights the worrying occurrence of hazardous/harmful drinking in Australian first-year university residential college students and high levels of alcohol-related harms experienced by these residents. It also highlights poor alcohol knowledge and the need for early intervention prior to and within university college residences to minimise harm.