In summarizing obstacles to access, I have elected to subgroup the long list of barriers under three headings: Self Issues, Social Support Issues, and Curriculum/ Structural Issues as follows:

Self Issues:

• prior negative learning experiences
• feeling "stupid"
• impatience with progress
• depression, anger, low self-esteem etc.
• difficulty associating literacy learning with employability
• difficulty with medium or long range planning
• sense of "the problem" being internal to one's self, and therefore "unfixable

Social Support Issues:

• lack of support at home, including direct criticism of desire to upgrade
• lack of support with peers
• childcare needs
• financial needs
• transportation needs
• problems at home or work, including abuse

Curriculum/ Structural Issues:

• irrelevant activities
• timing and location of program
• inappropriate learning approaches and expectations
• paternalizing attitudes
• use of the word "literacy" in program name

In the Youth Literacy Referral Kit (1999), Aimee Field has composed an excellent list of more abstract barriers for youth, such as assumptions and beliefs about learning, employment and personal issues, with gentle "reality checks" for each assumption, belief, or issue that can be used by instructors or peer tutors to lower internal resistance to participation.

How does this research show itself in the Resources for Youth learning materials?

Because the main goal of this project was the development of learning materials, the focus group questions reflected a greater interest in curriculum and structural barriers and possible solutions. That said, the learning materials included in the Resources for Youth package include activities such as the self check-in and the self-focus of the artwork, to help to address self and social support issues. In this way, the program recognizes the youth at risk learner as a whole person with a wide variety of pressing needs.