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15 Journals to Publish Your Research in High School

Pursuing research at the high school level is one of the best ways for you to demonstrate co-curricular academic competence. Getting this study published is an added bonus because it will give your research a certain amount of credibility and backing.

High school students might find guidance on how to conduct their research, but very few are familiar with academic journals that publish high school research. This guide will give you recommendations on where to consider publishing your research. Regardless of your subject of interest, we have options for you here! However, before we get to the recommendations, let’s look at some points to keep in mind while deciding journals and why it is a good decision to publish.

Do I need to publish my research in high school?

Getting your research published is not a necessity. In fact, many of our students do not choose to get their work published and still manage to get into the top college programs across the world.

However, over the course of guiding students to top journals in the last few years, we have to come to see immense value in publication . We now recommend most of our students to aim for publication.

There are three reasons for this. Firstly, we believe that a researcher/scientist’s job is not just to study an area for individual curiosity, but also to communicate the findings to the rest of the world to enhance the understanding of a particular topic. Expanding the frontiers of human knowledge is one of the goals that researchers should strive towards. Secondly, the process of getting research published itself is a whole experience. It is the closest feeling you will get to being a scientist at the high school level. Having your work critically reviewed by Ph.D. researchers in your field is a great learning experience as it will point out the academic loopholes in your work. It has the potential to make you a better student. Incorporating that feedback and communicating with the editorial team is another aspect of this valuable experience.

Finally, getting your work published gives your work credibility to the external world. Whether it is a college application or a summer program, we believe the research that is published will make a stronger impression than unpublished research.

What to look for in a high school research journal?

Deciding what journal works best for you can be confusing if you are new to academic publishing. In this section, we will give you a brief overview of three factors you can take into consideration when deciding what journal works best for you.

First, for many students, prestige is the most important factor when deciding where to submit their research . For STEM students, this preference might lead them to the Columbia Junior Science Journal whereas, for humanities students, the preference might lead to The Concorde Review as the first choice. However, an important thing to keep in mind regarding this preference is that your choice for the most prestigious journal should be followed by the highest quality research . Similar to how unless you have a good profile, applying to Harvard might just end up wasting money and time!

Secondly, the nature of research is another important parameter to be aware of. One of the first things that we ask our Publication Program students is about the nature of research and whether they are conducting original research or a literature review. Based on what the answer is, our recommendation can vary since some journals do not accept literature reviews.

Finally, the time taken to get published is another important metric that students should keep in mind. If you are somebody applying to college in November and are looking for potential journals for your research in August, we would not recommend journals like the Journal of Emerging Investigators which takes almost 7-8 months to publish research.

Now that we have seen the importance of getting published and what to keep in mind, let us look at some of our recommendations:

Journal of Emerging Investigators : The journal of emerging investigators is usually our top recommendation for students who are doing original research in STEM fields. JEI is particularly well known for its extensive review process that can take as long as 7-8 months. The most important thing to keep in mind is that JEI only accepts original hypothesis-driven research. Another important point is that while the JEI website is dominated by research in the STEM fields, they also accept research from other disciplines. For instance, if you conduct original research on financial markets or political preferences based on demographics, you can still submit with the help of these guidelines. Here is our extensive guide to publishing in JEI. Cost: $35 submission fee, need-based fee waiver is available Deadline: Rolling Subject area: STEM mainly but non-STEM is accepted if original research Type of research: Original hypothesis-based research Estimated acceptance rate: 70-75%

National High School Journal of Science : The NHSJS is run and peer-reviewed by high school students around the world, with a scientific advisory board of adult academics. The journal usually takes 1-2 months to decide whether to accept a submission and an additional editing process that lasts up to 1 month. NHSJS accepts practically all science and social science disciplines on a rolling basis. We usually recommend NHSJS as a backup journal given its relatively higher acceptance rate. Based on our experience of guiding students to NHSJS, we estimate that it has an acceptance rate of approximately 70%. Cost: $250 for publication Deadline: Rolling Subject area: All science and social science disciplines Type of research: Original research, literature review Estimated acceptance rate: 60-70%

International Journal of High School Research : IJHSR publishes high school student research work in behavioral and social sciences, technology, engineering, and math, both original research and literature review articles. Six issues are published each year. IJHSR has a rolling submissions window and has open access to the public. It is run by the nonprofit Terra Science and Education. A unique aspect of the IJHSR is that it requires you to contact and acquire 3 professors or post-doctoral scholars who agree to review your paper. This is a fairly time-consuming process, so if you’re aiming to publish in IJHSR, we would recommend that you get started on this early in your research process! Cost: $200 Deadline: Rolling Subject area: All science and social science subjects Type of research: Original Research, Literature Review Estimated acceptance rate: 20-30%

STEM Fellowship Journal : An open-access, peer-reviewed journal for scholarly research by high school and university students in the STEM fields, run by Canadian Science Publishing. The journal accepts original investigations, review articles, and "viewpoints", usually around 5 pages long. While SFJ is a great option, in our experience, we have noticed that the journal can often lag in terms of communication with the students who submit there. Also, while the journal previously reviewed articles on a 2-month timeline, this has extended to 4-5 months over 2022-2023. Please keep this in mind, especially if you are on a tight deadline! Cost: $400 Deadline: Rolling Subject area: All Scientific Disciplines Type of research: Hypothesis Driven Research, Review, Abstract, Original Research Estimated Acceptance Rate: 5-10%

Journal of Student Research : This is a multidisciplinary, and faculty-reviewed journal based in Houston, Texas that publishes research by high school, undergraduate, and graduate students. The journal publishes articles in an array of disciplines and in general, papers on all topics, ranging from applied to theoretical research in any discipline, are eligible for submission. The Journal of Student Research (JSR) is particularly popular among high school students due to the variety of research it accepts. Interested high school students can submit research projects, research articles/posters, review articles, and also AP Capstone Research to Journal of Student Research. We usually recommend students aim for a more selective journal as a target and in case that does not work out, the Journal of Student Research can be a good safety option. In our experience of guiding more than a hundred students through JSR, we believe that the Journal of Student Research (JSR) is best suited as a backup option due to its relatively high acceptance rate. However, please be wary of it’s long publishing timeline (around 6-7 months). Here is our guide to the Journal of Student Research. Cost: $50 to Submit and $200 Publication Cost (if accepted) Deadline: Fixed Deadlines in February, May, August, and November Subject area: All Academic Disciplines Type of research: All types of academic articles Estimated Acceptance Rate: 70-80%

Journal of High School Science : JHSS is a peer-reviewed STEM Journal that publishes research and ideas of high school students. JHSS is also best suited as a backup given its relatively high publication acceptance rate compared to options like STEM Fellowship Journal and Journal of Emerging Investigators. However, in our experience, for students looking for a more secure backup, we would recommend the NHSJS over the JHSS since the JHSS is slightly more selective compared to NHSJS. Cost: Free Deadline: Rolling Subject area: All science and social science subjects Type of research: Original Research, Literature Review Estimated acceptance rate: 20%

Stanford Intersect : Intersect is an international Science, Technology, and Society research journal run by undergraduate students at Stanford University and supported by the Program in STS at Stanford. It publishes research and scholarship on the social factors that shape research and invention. While the website states otherwise, Stanford Intersect does accept research from high school students on topics at the intersection of science, technology, and society. In our experience of guiding students to get published here, we rate this journal as extremely selective and only recommend this option to the best students that we have. We have also noticed that students using AI-based methods in research tends to do particularly well here. Cost: Free Deadline: Rolling Subject area: Science, Technology, and Society Type of research: Research Articles, Papers/Essays, Thesis Chapters, Book Reviews, Editorials, Interviews, Multimedia Estimated Acceptance Rate: < 5% (for high schoolers)

Young Scientist Journal : Young Scientist is another publication that recognizes the achievements of high school scientists. It is published by the Vanderbilt Center for Science Outreach, a group that works in the field of scientific and technological literacy through the establishment of unique partnerships between Vanderbilt University scientists, K-12 educators and students, and the local and global science community. At Lumiere, YSJ is another one of our selective recommendations for students who are producing the highest quality of research. Cost: Free Deadline: December Subject area: Sciences Type of research: Original research, literature review Estimated Acceptance Rate: 10-15%

The Concord Review : The Concord Review is a quarterly journal publishing history essays by high school students. It is the most prestigious journal for high school students in the social sciences. Its prestige comes from its high level of selectivity (currently less than 5%), focus on quality, and long track record of winners going on to top universities. The quality of the published papers is also very high, with the average length of papers in the past year at 9000 words. A qualitative assessment of the quality of the papers also indicates significant time invested and a high level of writing. We have covered this in a lot more detail in a separate post here . Cost: $50 to Submit and $200 Publication Cost (if accepted) Deadline: Fixed Deadlines in February, May, August, and November Subject area: All Academic Disciplines Type of research: All types of academic articles Estimated Acceptance Rate: < 5 %

Schola : Schola is a quarterly journal of humanities and social sciences essays written by high school students worldwide. They publish essays on wide-ranging topics in humanities and social sciences. The Schola accepts essays written on topics in philosophy, history, art history, English, economics, public policy, and sociology. Essay topics and questions must be academic, answerable, and specific to be sufficiently examined in an essay of 4,000-5,000 words. Published essays and their authors are announced in the first week of each issue month: March, June, September, and December. A subscription provides access to all journals in the Archives. Schola is one of our top recommendations for students interested in the social sciences/humanities due to its rigorous review process and selectivity. The quality of work published is also very high. Cost: $120 Deadline: Rolling Subject area: Humanities Type of research: Literature (review/critique, poem, prose), research papers, art (illustration, photography), editorials. Estimated Acceptance Rate: 20%

Hope Humanities Journal : HOPE is an online humanities platform for everyone interested in the humanities. It provides an international and non-profit academic platform, with the mission of advocating for the humanities and recognizing young writers’ achievements. They accept literature (poem, prose), research papers, art (illustration, photography), and editorials. Papers are accepted on a "rolling admission" basis and issues are published on a two-month-per-issue* basis. Submitted works are eligible for at least the next two issues. HOPE is another one of our go-to options for Humanities students after the Schola. Cost: $100 Deadline: Rolling Subject area: Humanities Type of research: Literature (review/critique, poem, prose), research papers, art (illustration, photography), editorials. Estimated Acceptance Rate: 30%

Open Journal of Business and Managemen t (OJBM) : OJBM is an international journal dedicated to the latest advancement in the study of business and management. The goal of this journal is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of business and management. We recommend OJBM as a good option for students interested in the field of business studies and management. It is one of the few journals that accept research in business and management from high school students. An important thing to keep in mind is that there is a distinction between business and economics that we are making here i.e. many concepts of economics might not be included within the realm of business. Hence, if you are doing research on financial markets, IJHSR or JEI (mentioned above) might be better options. Cost: $299 Deadline: Rolling Subject area: Economics and Business Type of research: Most types of academic articles - reviews, original research, short reports Estimated Acceptance Rate: 15-20% (for high schoolers)

Curieux : The Curieux Academic Journal is a youth-led nonprofit founded in 2017 to publish research by high school and middle school students. They currently operate in California but have editors from across the nation. Submitting your paper to Curieux is a great way to get experience in the craft of academic writing. They are open to submissions from any academic subject including the sciences and humanities. They encourage all forms of academic writing including but not limited to research papers, review articles, and humanity/social science pieces. Each year, they publish twelve issues: once per month. At Lumiere, we usually recommend Curieux as a backup publication for students pursuing research in the social sciences and humanities since they have a relatively higher acceptance rate. Cost: $150 Deadline: Rolling Subject area: Engineering, Humanities, and Natural Science, Mathematics, and Social Science Type of research: Including but not limited to research papers, review articles, and humanity/social science pieces. Estimated Acceptance Rate: 60-70%

Journal of Research High School : The Journal of Research High School (JRHS) is an open-access online research journal that aims at publishing academic work prepared exclusively by high school researchers. JRHS publishes across science to social science. They publish biannually but release publications each month! For the publication at JRHS, in general, there are four processes of publication such as original formatting and plagiarism check, peer review, revision, and editorial decision. Each process has a different timeline but in general, the overall turnover timeline is approximately 3 - 6 months. Cost: $100 Deadline: Rolling Subject area: Any academic subject including the sciences and humanities Type of research: Original research and significant literature reviews. Estimated Acceptance Rate: 30%

Walt Whitman Journal of Psychology : The WWJOP is an entirely student-led publication in which high-school student-conducted research and literature reviews in the field of psychology are recognized. The Journal reaches hundreds of schools and psychology students around the world and is published bi-annually and electronically. We have found WWJOP to be a fantastic option for Psychology students given that it offers a specialized publication in Psychology at the high school level. It is one of the few journals at this level to offer a subject specialization. Cost: Free Deadline: Rolling Subject area: Psychology Type of research: Original Research, Analysis Pieces, Letters Estimated acceptance rate: 20-30%

Lumiere Research Scholar Program

If you want to build your own independent research paper and get it published, then consider applying to the Lumiere Research Scholar Program . Last year over 2100 students applied for about 500 spots in the program. You can find the application form here.

You can see our admission results here for our students. Apply here !

Manas is a publication strategy associate at Lumiere Education. He studied public policy and interactive media at NYU and has experience in education consulting.

Cover Image: Stanford Intersect Website

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20 Journals to Publish Your Research in High School

By Eric Eng

Are you a high school student looking to showcase your research and academic achievements? Exploring opportunities to publish your work in reputable journals tailored to high school researchers can be an invaluable step in your academic journey. In this blog, we’ll delve into 20 prominent “journals to publish your research in high school,” providing insight into their focus areas, submission processes, and impact within the academic community.

1. Young Scholars in Writing

• Submission Deadline: April 16, 2024
• Area/s of Expertise: writing, rhetoric, discourse, language, and related topics
• Research Type: Original research, peer-reviewed

Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric is dedicated to publishing research articles authored by undergraduates exploring themes within rhetoric and writing. They aim to showcase papers that blend secondary sources with primary research conducted by the author(s), or that ground their inquiries within a specific theoretical framework. Ultimately, they prioritize articles that offer substantive intellectual contributions to their respective fields.

Young Scholars in Writing, one of the best journals to publish your research in the country, actively encourages collaborative manuscripts and research focusing on historically or presently marginalized or underrepresented communities and cultures.

Their peer-review process involves undergraduate students from various two- and four-year colleges nationwide, as well as past contributors to the journal. Additionally, the journal undergoes faculty review by members of the editorial board hailing from institutions of higher education throughout the United States.

2. The Concord Review

• Cost: $50 for submission and $200 for the publication cost
• Submission Deadline: August 1 (Winter), November 1 (Spring), February 1 (Summer) and May 1 (Fall).
• Area/s of Expertise: all academic concetrations
• Research Type: all types of academic research

The Concord Review , one of the most popular journals to publish your research, is a quarterly publication showcasing history essays authored by high school students. Renowned as the foremost journal for high school students in the social sciences, its esteemed reputation stems from its exceptional selectivity (presently below 5%), unwavering commitment to quality, and a distinguished history of contributors being admitted to top-tier universities.

The caliber of published papers is notably superior, with an average length of 9000 words over the past year. A qualitative evaluation of these papers underscores the considerable time and effort invested, coupled with a remarkable standard of writing.

3. High School Journal of Science

• Cost: $250 as publication cost
• Submission Deadline: rolling
• Area/s of Expertise: Science and Social Science
• Research Type: Original research and literature-reviewed

The National High School Journal of Science (NHSJS) operates under the oversight and peer-review of high school students globally, complemented by a scientific advisory board comprised of adult academics. Typically, the journal requires 1-2 months to evaluate submissions for acceptance, followed by an editing process lasting up to 1 month. NHSJS welcomes submissions across a broad spectrum of science and social science disciplines on an ongoing basis.

Considering its comparatively higher acceptance rate, NHSJS is often recommended as a secondary option for publication. Based on our experience in assisting students with submissions to NHSJS, we estimate an acceptance rate of approximately 70%.

4. International Journal of High School Research

The International Journal of High School Research (IJHSR) features research conducted by high school students across disciplines such as behavioral and social sciences, technology, engineering, and mathematics, encompassing both original research and literature review articles. With a publication frequency of six issues per year, IJHSR operates on a rolling submissions basis and offers open access to the public. The journal is administered by the nonprofit organization Terra Science and Education.

A distinctive requirement of IJHSR is that authors must solicit and secure the agreement of three professors or post-doctoral scholars to review their paper. Given the time-intensive nature of this process, we recommend initiating contact with potential reviewers early in the research phase if aiming to publish in IJHSR.

5. Journal of Student Research

• Submission Deadline: February 29, 2024
• Area/s of Expertise: all academic concentrations and disciplines

This journal, headquartered in Houston, Texas, is a multidisciplinary publication subject to faculty review. It showcases research contributions from high school, undergraduate, and graduate students across a diverse range of disciplines. The journal welcomes submissions covering applied and theoretical research in any field.

The Journal of Student Research (JSR) enjoys popularity among high school students owing to its inclusive approach to research topics. High school students can submit various forms of research projects, articles, posters, review articles, and even AP Capstone Research to JSR.

While we typically advise students to aim for more selective journals as primary targets, JSR serves as a reliable backup option for journals to publish your research. Drawing from our experience guiding numerous students through the submission process, we consider JSR best suited for this role due to its comparatively high acceptance rate. However, it’s important to note its extended publishing timeline, which typically spans around 6-7 months.

6. Journal of High School Science

• Cost: free submission
• Area/s of Expertise: science and social sciences
• Research Type: original research, peer-review

The Journal of High School Science (JHSS) is a peer-reviewed STEAM publication that highlights the inventive ideas and contributions of high school students across science, technology, engineering, arts, and mathematics (STEAM) disciplines. The Journal publishes original research and experiments featuring quantitative results. These results must stem directly from experimental observations, supported by thorough statistical analysis and a sufficiently large sample size.

While it offers a relatively high acceptance rate, making it a suitable backup option, it falls slightly below alternatives like the STEM Fellowship Journal and Journal of Emerging Investigators . Based on our experience, for students seeking a more dependable backup, we suggest considering NHSJS over JHSS. NHSJS holds a marginally higher level of selectivity compared to JHSS, enhancing its reliability as a secondary choice.

7. Young Scientist Journal

• Submission Deadline: to be announced (typically every December)
• Area/s of Expertise: all scientific fields

Young Scientist is a publication aimed at acknowledging the remarkable accomplishments of high school scientists. It is a venture of the Vanderbilt Collaborative for STEM Education and Outreach, a dedicated group committed to enriching scientific and technological literacy by fostering distinctive collaborations among Vanderbilt University scientists, K-12 educators and students, and the broader science community, both locally and globally.

YSJ stands as yet another of our selective recommendations for students who want to right high quality research in the field of science.

8. STEM Fellowship Journal

• Cost: CAD 400 for publication
• Area/s of Expertise: STEM

The STEM Fellowship Journal welcomes original research and review articles authored by individual or group contributors, with or without mentorship input. This encompasses research spanning all domains of Science, Technology, Engineering , and Mathematics (STEM), conducted by high school, undergraduate, and graduate students alike. Serving as the flagship platform for STEM Fellowship, the journal plays a pivotal role in advancing the organization’s core mission of fostering scholarly writing and publication among the emerging cohort of STEM researchers.

Although SFJ presents a valuable option, our observations suggest that the journal may sometimes experience delays in communication with submitting students. Additionally, while the review process previously operated on a 2-month timeline, this duration has lengthened to 4-5 months throughout 2022-2023. It’s essential to bear these factors in mind, particularly if you’re working within a tight deadline.

9. Hope Humanities Journal

• Cost: $100 for publication
• Area/s of Expertise: Social Sciences, Humanities
• Research Type: original research, peer-review, literary pieces like reviews/critiques, poems, essays

HOPE, one of the easiest journals to publish your research in, serves as an online humanities platform accessible to all with an interest in the humanities. It offers an international, nonprofit academic forum to champion the humanities and celebrate the accomplishments of young writers. HOPE welcomes submissions of literature (including poetry and prose), research papers, art such as illustrations and photography, and editorials.

Submissions are accepted on a rolling basis, with issues published every two months. Accepted works are considered for inclusion in at least the subsequent two issues.

HOPE stands as another preferred choice for students in the humanities, following Schola.

10. Journal of Emerging Investigators

• Research Type: original research, hypothesis-based research

The Journal of Emerging Investigators typically ranks as our top recommendation for students engaged in original STEM research. Notably affiliated with Harvard , JEI is renowned for its thorough review process, which may extend up to 7-8 months.

It’s crucial to note that JEI exclusively accepts original hypothesis-driven research. Furthermore, while the JEI website predominantly showcases STEM research, submissions from other disciplines are also welcomed. For example, if you conduct original research on topics such as financial markets or political preferences based on demographics, you can still submit to JEI.

JEI employs a review process akin to that of many professional scientific journals. However, we have tailored it to prioritize the educational journey of our student authors, who are likely navigating the intricacies of scientific writing and publishing for the first time. For further details on our review process, please refer to the following information.

• Cost: $120 for publication
• Area/s of Expertise: Social Science, Humanities

Schola is a quarterly journal showcasing humanities and social sciences essays penned by high school students worldwide. Covering an extensive array of subjects within humanities and social sciences, Schola accepts essays exploring topics spanning philosophy, history, art history, English, economics, public policy, and sociology.

Essays submitted to Schola must address academic, answerable, and specific topics conducive to thorough examination within a 4,000-5,000-word format. Published essays and their respective authors are announced during the first week of each issue month, which occurs in March, June, September, and December. Subscribers gain access to all journals within the Archives.

Schola, another one of the journals to publish your research, stands out as one of our foremost recommendations for students keen on exploring social sciences and humanities, owing to its rigorous review process and discerning selection criteria. The journal consistently upholds a standard of publishing high-quality work.

12. Journal of Research High School

• Area/s of Expertise: mainly science and humanities but other concentrations are accepted
• Research Type: Original research, peer-review, literature-review

The Journal of Research High School (JRHS) is an open-access online research journal dedicated to showcasing academic work crafted exclusively by high school researchers. With a focus on nurturing the future scientific community, JRHS provides a platform for high school students to share their research and writing expertise through quality journals and articles. Additionally, it encourages student engagement in disseminating research papers under the guidance of research advisors.

By serving as a stepping stone, JRHS facilitates the development of research skills among high school authors, setting them on a path toward becoming experienced researchers early in their academic journey. Moreover, it fosters an interactive environment where students can connect with peers and access their academic contributions.

JRHS welcomes original research and insightful literature reviews across various fields, including Engineering, Humanities, Natural Sciences, Mathematics , and Social Sciences, among others, for potential publication.

13. Stanford Intersect

• Area/s of Expertise: mostly STEM and humanities
• Research Type: Original research, peer-review, book reviews and essays

Intersect, one of the journals to publish your research, is a globally recognized research journal in Science, Technology, and Society, managed by undergraduate students at Stanford University with support from the Program in STS at Stanford. It serves as a platform for publishing research and scholarship focused on the social dynamics that influence, support, or hinder research and innovation, while also exploring how these social forces are influenced by evolving science and technology.

Welcoming submissions from undergraduate, graduate, and PhD students, Intersect encourages interdisciplinary work at the intersection of disciplines such as history, culture, sociology, art, literature, business, law, health, and design with science and technology. While the journal’s submissions are not restricted to Stanford affiliates, they typically represent diverse perspectives from various continents.

Intersect publishes quarterly online at intersect.stanford.edu and is widely referenced in Google Scholar. As an open-access journal, it offers free access to its content to foster global knowledge exchange. Intersect aims to publish three times per academic year, typically at the conclusion of Autumn, Winter, and Spring quarters, and accepts submissions on a rolling basis.

14. Open Journal of Business and Management

• Cost: $299 for publication
• Area/s of Expertise: Business, Entrepreneurship, and Economics
• Research Type: Various forms of academic articles, including reviews, original research papers, and short reports

OJBM stands as an international journal dedicated to advancing the study of business and management. Its objective is to serve as a forum for scholars and educators worldwide to foster, exchange, and deliberate on emerging issues and developments across various domains of business and management.

We recommend OJBM, one of the best journals to publish your research, as a valuable resource for students with an interest in business studies and management. It is among the select few journals that welcome research contributions in these fields from high school students.

It’s worth noting the distinction we make between business and economics; certain economic concepts may not fall within the purview of business. Therefore, if your research pertains to financial markets, you may find IJHSR or JEI (mentioned in this blog) to be more suitable options.

15. Curieux Academic Journal

• Cost: $159 for publication
• Area/s of Expertise: STEM, Natural Science, Social Science, and Humanities
• Research Type: This includes a range of scholarly works, such as research papers, review articles, and contributions in the humanities and social sciences.

Established in 2017, the Curieux Academic Journal is a youth-led nonprofit dedicated to publishing research by high school and middle school students. While based in California, they boast editors from across the nation.

Submitting your paper to Curieux presents an excellent opportunity to hone your skills in academic writing. They welcome submissions from all academic subjects, spanning the sciences and humanities.

Curieux embraces various forms of academic writing, including research papers, review articles, and contributions in the humanities and social sciences. With a monthly publication schedule, they release twelve issues annually. We often suggest Curieux as a secondary publication option for students engaged in research within the social sciences and humanities, given its comparatively higher acceptance rate.

16. Walt Whitman Journal of Psychology

• Submission Deadline: March 20, 2024
• Area/s of Expertise: Psychology and
• Research Type: Original Research and Analysis writeups

The Whitman Journal of Psychology is a fully student-led publication that highlights research and literature reviews conducted by high school students in the field of psychology. With a global reach, the journal connects with hundreds of schools and psychology enthusiasts worldwide. It is electronically published and freely accessible to all readers.

Authors are required to adhere to the guidelines outlined in the Publication Manual of the American Psychological Association (7th ed.). The Journal retains the right to make adjustments to accepted submissions to ensure compliance with APA style. Manuscripts should not exceed 20 pages and must include a reference list and parenthetical citations following APA style guidelines.

17. The Pegasus Review: UCF Undergraduate Research Journal

• Submission Deadline: rolling admissions
• Area/s of Expertise: all academic field

The URJ, one of the journals to publish your research, is a peer-reviewed journal showcasing the research conducted by undergraduate students at the University of Central Florida across various disciplines. Established in 2007, the URJ has published over 100 articles authored by UCF undergraduate students. All undergraduates engaged in faculty-mentored research projects are encouraged to submit their work for potential publication.

Undergraduate students at the University of Central Florida have the opportunity to submit their research to The Pegasus Review: UCF Undergraduate Research Journal (URJ). Submissions must reflect work completed during the student’s enrollment as an undergraduate, although they may submit research for publication up to six months after graduation. Additionally, undergraduates from other institutions may submit to the URJ if the research conducted at the University of Central Florida is endorsed by a UCF faculty member. UCF undergraduates are also eligible to collaborate on papers with undergraduate and graduate students from other institutions, provided that the main author of the manuscript is from UCF.

18. Youth Medical Journal

• Submission Deadline: s ubmission is closed at the moment (typically opens in march)
• Area/s of Expertise: medical science
• Research Type: Original Research and academic commentaries

The Youth Medical Journal is a nonprofit, Diamond Open Access, and internationally student-run publication catering to students with a medical focus. Our platform consistently publishes peer-reviewed manuscripts across various medical specialties within their respective sub-journals.

Thepublication aims to cultivate the skills of budding researchers by adhering to the standards set by esteemed journals such as Nature, Frontiersin, Elsevier, The New England Journal of Medicine, British Medical Journal, Journal of the American Medical Association, and others. Additionally, they aspire to serve as a platform for students seeking to publish articles even before they have undergone any formal university or college courses. Nevertheless, the publication also welcomes submissions from students with formal research training and experience.

We’ve observed that this journal serves as a valuable starting point for students who are new to submitting research papers. However, during busy periods, they have previously halted submissions.

19. Critical Debates HSGJ

• Area/s of Expertise: Humanities, Science, and Global Justice
• Research Type: Original Research, peer reviews

Emerging young scholars in high school from around the globe are invited to submit original scholarly work and/or well-balanced critical opinion perspectives for this peer-reviewed journal on critical debates facing society. Humanities enable understanding of the human experience, while science involves the pursuit of knowledge of the natural and social world through systematic scientific methodology. Student work may be connected to either area or both. Global justice involves the pursuit of theory and action to better understand the world, transcend borders, and acknowledge responsibilities towards it.

This is one of the journals to publish your research that aims to foster dialogue around critical viewpoints, lenses, and debates concerning pressing global issues. Submissions are encouraged to utilize diverse lenses to analyze pressing world problems, such as using math and science to understand public policy debates and using the humanities and arts to understand justice and human rights.

20. International Youth Neuroscience Association Journal

• Area/s of Expertise: Neuroscience
• Research Type: Original Research, peer reviews, academic commentary

The International Youth Neuroscience Association (IYNA) is a global, youth-led 501(c)(3) nonprofit organization dedicated to inspiring the next generation of neuroscientists. The mission of the organization is to introduce students to the excitement of scientific inquiry and enable them to explore the wonders of the brain. This mission involves providing high-quality, open-access opportunities for students to authentically pursue neuroscience. This is accomplished through hosting a variety of open-access, high-quality events, and programs, including Youth Neuroscience (a summer program), the IYNA Annual Ideathon, and Brain Bee Bootcamps. Additionally, young neuroscience enthusiasts have the opportunity to receive special training through a series of webinars and gain experience through publishing in the IYNA Journal.

Since its inception, the International Youth Neuroscience Association (IYNA) has worked to develop, refine, and distribute high-quality, accessible neuroscience resources. The organization particularly aims to address disparities in neuroscience education resulting from socioeconomic and geographic differences.

What are the Publishing Options Available for High School Students?

1. peer-reviewed journals.

These journals undergo the peer review process, wherein authors submit their work to the journal, and the journal’s editors forward the work to a group of independent experts in the same field or discipline, typically grad students or other scientists with advanced degrees. These experts, known as peer reviewers, assess the work based on predetermined criteria, including research quality, methodology validity, data accuracy, and findings originality. Peer reviewers may offer suggestions for revisions or leave comments, but ultimately, editors determine which suggestions to provide to the author.

Upon receiving suggestions, authors have the opportunity to make revisions before submitting their final work back to the journal. The editor then decides whether to publish the work or not.

2. Non Peer-Reviewed Journals

Non-peer-reviewed journals refer to publications that do not undergo a formal review process by independent experts in the field before publication. While peer-reviewed journals are often regarded as more credible and prestigious due to the rigorous evaluation process, non-peer-reviewed journals offer advantages such as expedited publishing timelines and greater accessibility for authors.

Although peer-reviewed journals uphold higher standards of quality and validity, the review process can be time-consuming and may delay the publication of your work. In contrast, non-peer-reviewed journals typically offer quicker turnaround times, making them a convenient option for authors who are pressed for time, particularly when preparing college applications or seeking timely dissemination of their research findings.

While the credibility and prestige associated with peer-reviewed journals are undeniable, the choice between peer-reviewed and non-peer-reviewed journals ultimately depends on the author’s priorities and objectives, balancing factors such as credibility, speed of publication, and the targeted audience’s preferences.

3. Pre Print Archives

Preprint archives, also known as preprint servers, are online platforms where student researchers can freely upload and disseminate their research papers without undergoing any formal review process. These archives provide a means for students to swiftly share their findings with the scientific community, facilitating rapid dissemination of research and enabling scholars to receive feedback on their work.

One of the key advantages of preprint archives is the ability to quickly share research findings while awaiting publication in peer-reviewed journals. Unlike traditional journal submission processes, which often entail lengthy review timelines spanning several months, preprint archives offer a more expedited route for sharing research outcomes.

Importantly, sharing work on a preprint archive does not preclude or hinder subsequent submission to a peer-reviewed journal. Authors retain the option to submit their work for formal review and publication in academic journals after sharing it on a preprint server. This flexibility allows researchers to engage with both the preprint and peer-reviewed publication processes, maximizing the visibility and impact of their research within the scientific community.

How to Submit to Multiple Journals

Developing a strategy for submitting your research paper to multiple journals can optimize your chances of publication and ensure efficient use of resources. It’s important to recognize that a paper can only be published in one peer-reviewed journal; simultaneous submission to multiple journals is generally prohibited and may hinder publication opportunities.

However, if your paper is not accepted by one journal, you retain the freedom to submit it to alternative journals for consideration. As such, it’s advisable to approach the submission process with a thoughtful strategy in mind.

Begin by identifying your ideal publication venue and considering potential backup options. Reflect on factors such as the journal’s scope, audience, impact factor, and prestige to determine your preferences. While aiming for your top choice journal, it’s prudent to have contingency plans in place, including secondary and tertiary journal options.

Preprint archives, such as arXiv and the Research Archive of Rising Scholars, offer an additional avenue for sharing your research before peer-reviewed publication. Posting your work on a preprint server enables you to establish a presence in your research field, solicit feedback from the community, and garner early recognition for your findings. It’s worth noting, however, that reputable preprint servers typically recommend posting your preprint on only one platform to avoid confusion or duplication.

By carefully strategizing your journal submissions and considering preprint options, you can navigate the publication process effectively and maximize the visibility and impact of your research within the academic community.

Sending to multiple journals at one time? Consider this.

Simultaneous submission to multiple journals is generally discouraged because it can lead to ethical issues and conflicts. Most journals have policies against simultaneous submission to prevent duplicate publication and ensure fairness in the review process. Submitting to multiple journals at once can also waste resources and time for both authors and editors, as multiple journals may end up reviewing the same manuscript simultaneously. Therefore, it’s best to follow the guidelines of each journal and submit your manuscript to one journal at a time.

Final Thoughts

Journals serve as vital platforms for disseminating scholarly research and fostering intellectual discourse. For high school students, these journals to publish your research not only validate their research efforts but also offer a gateway to broader recognition within their respective fields. Beyond the intrinsic value of contributing to the body of knowledge, publishing in journals can enhance college admissions prospects by demonstrating initiative, intellectual curiosity, and a commitment to academic excellence.

Admissions committees often view published research as a testament to a student’s academic potential and readiness for higher education, setting applicants apart in a competitive admissions landscape. Through this exploration of journals tailored to high school researchers, you’ll discover opportunities to elevate your academic profile and make meaningful contributions to your chosen field of study.

Want to assess your chances of admission? Take our FREE chances calculator today!

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IJHSR accepts submissions for either "original research" performed by high school student authors or "literature review" on a specific topic written by high school students. $250 publication fee after January 1, 2023 ($200 for articles submitted until December 31, 2022) will be requested once the article is accepted for publication after a review process. A copy of the printed journal will be mailed to authors once the articles are published. Your library may ask for subscription (Annual US rate $300 and International rate $400, including shipping) to receive every printed issue.

All submitted articles are subject to plagiarism check by TurnItIn before they are accepted. A refund would not be given when an article is retracted by the editor for ethical reasons after its publication.

We highly encourage all students to read The Science of Scientific Writing Guide and use it as they are drafting their manuscripts.

All manuscripts published by IJHSR are indexed internationally by EBSCO, which makes it available to be searched by most libraries around the world.

Research Article:

High school students and mentors from any country can submit their advanced level research to be considered for publication in IJHSR. Students who receive awards at regional, national and international science fairs are highly encouraged to submit their work to reach out to a greater audience and take their research to a higher level of presentation by publishing with IJHSR. Research articles should include discussion and presentation of new experimental data and original research performed by the authors. Authors should make sure that their research has not been published elsewhere and they must point out what makes their research different than similar articles published in literature.

Review Article:

A review article, also called a literature review, is a survey of previously published research on a topic. It should give an overview of current thinking on the theme and, unlike an original research article, won’t present new experimental results. The objective of a literature review is to provide a critical evaluation of the data available from existing studies and published work by other authors. Review articles can identify potential research areas to explore next, and sometimes they will draw new conclusions from the existing data. If you’ve been working on a topic for a while, writing a review article gives you the opportunity to share what you’ve learned. You should find a topic of interest, search literature for articles published in that topic, redefine the scope of your research if there are too many articles published (such limit can be for certain years or a specific subtopic), read all articles published in the focused topic/years, summarize the articles by looking at similarities differences and contradictions between articles. For more tips on how to write a review article, please visit this website or visit this website. IJHSR will only accept 2-3 review articles per issue and thus the process is EXTREMELY selective.

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Formatting must be followed exactly, and papers should be fully edited before submission. Failure to do so will result in the paper being rejected without review.

Download and use the IJHSR Research Article Template to help structure your paper for original research article submissions.

Download and use the IJHSR Review Article Template to help structure your paper for literature review submissions.

When you are ready to submit (articles correctly placed in correct template and with proper citations), please EMAIL your article to [email protected] as a single document named as “LastName_FirstName” or “LastName_LastName_LastName” (if multiple authors). Any images (including figures, formulas) used in the article should be submitted separately in high resolution and .png format in the same email with the article.

For help typing formulas, we recommend using the free one-month trial of MathType .

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• Open access
• Published: 02 December 2020

Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

• Locke Davenport Huyer   ORCID: orcid.org/0000-0003-1526-7122 1 , 2   na1 ,
• Neal I. Callaghan   ORCID: orcid.org/0000-0001-8214-3395 1 , 3   na1 ,
• Sara Dicks 4 ,
• Edward Scherer 4 ,
• Andrey I. Shukalyuk 1 ,
• Margaret Jou 4 &
• Dawn M. Kilkenny   ORCID: orcid.org/0000-0002-3899-9767 1 , 5  

npj Science of Learning volume  5 , Article number:  17 ( 2020 ) Cite this article

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The multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery , a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

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Introduction.

High school students with diverse STEM interests often struggle to understand the STEM experience outside the classroom 1 . The multi-disciplinary nature of many career fields can foster a challenge for students in their decision to enroll in appropriate high school courses while maintaining persistence in study, particularly when these courses are not mandatory 2 . Furthermore, this challenge is amplified by the known discrepancy between the knowledge-based learning approach common in high schools and the experiential, mastery-based approaches afforded by the subsequent undergraduate model 3 . In the latter, focused classes, interdisciplinary concepts, and laboratory experiences allow for the application of accumulated knowledge, practice in problem solving, and development of both general and technical skills 4 . Such immersive cooperative learning environments are difficult to establish in the secondary school setting and high school teachers often struggle to implement within their classroom 5 . As such, high school students may become disillusioned before graduation and never experience an enriched learning environment, despite their inherent interests in STEM 6 .

It cannot be argued that early introduction to varied math and science disciplines throughout high school is vital if students are to pursue STEM fields, especially within engineering 7 . However, the majority of literature focused on student interest and retention in STEM highlights outcomes in US high school learning environments, where the sciences are often subject-specific from the onset of enrollment 8 . In contrast, students in the Ontario (Canada) high school system are required to complete Level 1 and 2 core courses in science and math during Grades 9 and 10; these courses are offered as ‘applied’ or ‘academic’ versions and present broad topics of content 9 . It is not until Levels 3 and 4 (generally Grades 11 and 12, respectively) that STEM classes become subject-specific (i.e., Biology, Chemistry, and/or Physics) and are offered as “university”, “college”, or “mixed” versions, designed to best prepare students for their desired post-secondary pursuits 9 . Given that Levels 3 and 4 science courses are not mandatory for graduation, enrollment identifies an innate student interest in continued learning. Furthermore, engagement in these post-secondary preparatory courses is also dependent upon achieving successful grades in preceding courses, but as curriculum becomes more subject-specific, students often yield lower degrees of success in achieving course credit 2 . Therefore, it is imperative that learning supports are best focused on ensuring that those students with an innate interest are able to achieve success in learning.

When given opportunity and focused support, high school students are capable of successfully completing rigorous programs at STEM-focused schools 10 . Specialized STEM schools have existed in the US for over 100 years; generally, students are admitted after their sophomore year of high school experience (equivalent to Grade 10) based on standardized test scores, essays, portfolios, references, and/or interviews 11 . Common elements to this learning framework include a diverse array of advanced STEM courses, paired with opportunities to engage in and disseminate cutting-edge research 12 . Therein, said research experience is inherently based in the processes of critical thinking, problem solving, and collaboration. This learning framework supports translation of core curricular concepts to practice and is fundamental in allowing students to develop better understanding and appreciation of STEM career fields.

Despite the described positive attributes, many students do not have the ability or resources to engage within STEM-focused schools, particularly given that they are not prevalent across Canada, and other countries across the world. Consequently, many public institutions support the idea that post-secondary led engineering education programs are effective ways to expose high school students to engineering education and relevant career options, and also increase engineering awareness 13 . Although singular class field trips are used extensively to accomplish such programs, these may not allow immersive experiences for application of knowledge and practice of skills that are proven to impact long-term learning and influence career choices 14 , 15 . Longer-term immersive research experiences, such as after-school programs or summer camps, have shown successful at recruiting students into STEM degree programs and careers, where longevity of experience helps foster self-determination and interest-led, inquiry-based projects 4 , 16 , 17 , 18 , 19 .

Such activities convey the elements that are suggested to make a post-secondary led high school education programs successful: hands-on experience, self-motivated learning, real-life application, immediate feedback, and problem-based projects 20 , 21 . In combination with immersion in university teaching facilities, learning is authentic and relevant, similar to the STEM school-focused framework, and consequently representative of an experience found in actual STEM practice 22 . These outcomes may further be a consequence of student engagement and attitude: Brown et al. studied the relationships between STEM curriculum and student attitudes, and found the latter played a more important role in intention to persist in STEM when compared to self-efficacy 23 . This is interesting given that student self-efficacy has been identified to influence ‘motivation, persistence, and determination’ in overcoming challenges in a career pathway 24 . Taken together, this suggests that creation and delivery of modern, exciting curriculum that supports positive student attitudes is fundamental to engage and retain students in STEM programs.

Supported by the outcomes of identified effective learning strategies, University of Toronto (U of T) graduate trainees created a novel high school education program Discovery , to develop a comfortable yet stimulating environment of inquiry-focused iterative learning for senior high school students (Grades 11 & 12; Levels 3 & 4) at non-specialized schools. Built in strong collaboration with science teachers from George Harvey Collegiate Institute (Toronto District School Board), Discovery stimulates application of STEM concepts within a unique term-long applied curriculum delivered iteratively within both U of T undergraduate teaching facilities and collaborating high school classrooms 25 . Based on the volume of medically-themed news and entertainment that is communicated to the population at large, the rapidly-growing and diverse field of biomedical engineering (BME) were considered an ideal program context 26 . In its definition, BME necessitates cross-disciplinary STEM knowledge focused on the betterment of human health, wherein Discovery facilitates broadening student perspective through engaging inquiry-based projects. Importantly, Discovery allows all students within a class cohort to work together with their classroom teacher, stimulating continued development of a relevant learning community that is deemed essential for meaningful context and important for transforming student perspectives and understandings 27 , 28 . Multiple studies support the concept that relevant learning communities improve student attitudes towards learning, significantly increasing student motivation in STEM courses, and consequently improving the overall learning experience 29 . Learning communities, such as that provided by Discovery , also promote the formation of self-supporting groups, greater active involvement in class, and higher persistence rates for participating students 30 .

The objective of Discovery , through structure and dissemination, is to engage senior high school science students in challenging, inquiry-based practical BME activities as a mechanism to stimulate comprehension of STEM curriculum application to real-world concepts. Consequent focus is placed on critical thinking skill development through an atmosphere of perseverance in ambiguity, something not common in a secondary school knowledge-focused delivery but highly relevant in post-secondary STEM education strategies. Herein, we describe the observed impact of the differential project-based learning environment of Discovery on student performance and engagement. We identify the value of an inquiry-focused learning model that is tangible for students who struggle in a knowledge-focused delivery structure, where engagement in conceptual critical thinking in the relevant subject area stimulates student interest, attitudes, and resulting academic performance. Assessment of study outcomes suggests that when provided with a differential learning opportunity, student performance and interest in STEM increased. Consequently, Discovery provides an effective teaching and learning framework within a non-specialized school that motivates students, provides opportunity for critical thinking and problem-solving practice, and better prepares them for persistence in future STEM programs.

Program delivery

The outcomes of the current study result from execution of Discovery over five independent academic terms as a collaboration between Institute of Biomedical Engineering (graduate students, faculty, and support staff) and George Harvey Collegiate Institute (science teachers and administration) stakeholders. Each term, the program allowed senior secondary STEM students (Grades 11 and 12) opportunity to engage in a novel project-based learning environment. The program structure uses the problem-based engineering capstone framework as a tool of inquiry-focused learning objectives, motivated by a central BME global research topic, with research questions that are inter-related but specific to the curriculum of each STEM course subject (Fig. 1 ). Over each 12-week term, students worked in teams (3–4 students) within their class cohorts to execute projects with the guidance of U of T trainees ( Discovery instructors) and their own high school teacher(s). Student experimental work was conducted in U of T teaching facilities relevant to the research study of interest (i.e., Biology and Chemistry-based projects executed within Undergraduate Teaching Laboratories; Physics projects executed within Undergraduate Design Studios). Students were introduced to relevant techniques and safety procedures in advance of iterative experimentation. Importantly, this experience served as a course term project for students, who were assessed at several points throughout the program for performance in an inquiry-focused environment as well as within the regular classroom (Fig. 1 ). To instill the atmosphere of STEM, student teams delivered their outcomes in research poster format at a final symposium, sharing their results and recommendations with other post-secondary students, faculty, and community in an open environment.

The general program concept (blue background; top left ) highlights a global research topic examined through student dissemination of subject-specific research questions, yielding multifaceted student outcomes (orange background; top right ). Each program term (term workflow, yellow background; bottom panel ), students work on program deliverables in class (blue), iterate experimental outcomes within university facilities (orange), and are assessed accordingly at numerous deliverables in an inquiry-focused learning model.

Over the course of five terms there were 268 instances of tracked student participation, representing 170 individual students. Specifically, 94 students participated during only one term of programming, 57 students participated in two terms, 16 students participated in three terms, and 3 students participated in four terms. Multiple instances of participation represent students that enrol in more than one STEM class during their senior years of high school, or who participated in Grade 11 and subsequently Grade 12. Students were surveyed before and after each term to assess program effects on STEM interest and engagement. All grade-based assessments were performed by high school teachers for their respective STEM class cohorts using consistent grading rubrics and assignment structure. Here, we discuss the outcomes of student involvement in this experiential curriculum model.

Student performance and engagement

Student grades were assigned, collected, and anonymized by teachers for each Discovery deliverable (background essay, client meeting, proposal, progress report, poster, and final presentation). Teachers anonymized collective Discovery grades, the component deliverable grades thereof, final course grades, attendance in class and during programming, as well as incomplete classroom assignments, for comparative study purposes. Students performed significantly higher in their cumulative Discovery grade than in their cumulative classroom grade (final course grade less the Discovery contribution; p  < 0.0001). Nevertheless, there was a highly significant correlation ( p  < 0.0001) observed between the grade representing combined Discovery deliverables and the final course grade (Fig. 2a ). Further examination of the full dataset revealed two student cohorts of interest: the “Exceeds Expectations” (EE) subset (defined as those students who achieved ≥1 SD [18.0%] grade differential in Discovery over their final course grade; N  = 99 instances), and the “Multiple Term” (MT) subset (defined as those students who participated in Discovery more than once; 76 individual students that collectively accounted for 174 single terms of assessment out of the 268 total student-terms delivered) (Fig. 2b, c ). These subsets were not unrelated; 46 individual students who had multiple experiences (60.5% of total MTs) exhibited at least one occasion in achieving a ≥18.0% grade differential. As students participated in group work, there was concern that lower-performing students might negatively influence the Discovery grade of higher-performing students (or vice versa). However, students were observed to self-organize into groups where all individuals received similar final overall course grades (Fig. 2d ), thereby alleviating these concerns.

a Linear regression of student grades reveals a significant correlation ( p  = 0.0009) between Discovery performance and final course grade less the Discovery contribution to grade, as assessed by teachers. The dashed red line and intervals represent the theoretical 1:1 correlation between Discovery and course grades and standard deviation of the Discovery -course grade differential, respectively. b , c Identification of subgroups of interest, Exceeds Expectations (EE; N  = 99, orange ) who were ≥+1 SD in Discovery -course grade differential and Multi-Term (MT; N  = 174, teal ), of which N  = 65 students were present in both subgroups. d Students tended to self-assemble in working groups according to their final course performance; data presented as mean ± SEM. e For MT students participating at least 3 terms in Discovery , there was no significant correlation between course grade and time, while ( f ) there was a significant correlation between Discovery grade and cumulative terms in the program. Histograms of total absences per student in ( g ) Discovery and ( h ) class (binned by 4 days to be equivalent in time to a single Discovery absence).

The benefits experienced by MT students seemed progressive; MT students that participated in 3 or 4 terms ( N  = 16 and 3, respectively ) showed no significant increase by linear regression in their course grade over time ( p  = 0.15, Fig. 2e ), but did show a significant increase in their Discovery grades ( p  = 0.0011, Fig. 2f ). Finally, students demonstrated excellent Discovery attendance; at least 91% of participants attended all Discovery sessions in a given term (Fig. 2g ). In contrast, class attendance rates reveal a much wider distribution where 60.8% (163 out of 268 students) missed more than 4 classes (equivalent in learning time to one Discovery session) and 14.6% (39 out of 268 students) missed 16 or more classes (equivalent in learning time to an entire program of Discovery ) in a term (Fig. 2h ).

Discovery EE students (Fig. 3 ), roughly by definition, obtained lower course grades ( p  < 0.0001, Fig. 3a ) and higher final Discovery grades ( p  = 0.0004, Fig. 3b ) than non-EE students. This cohort of students exhibited program grades higher than classmates (Fig. 3c–h ); these differences were significant in every category with the exception of essays, where they outperformed to a significantly lesser degree ( p  = 0.097; Fig. 3c ). There was no statistically significant difference in EE vs. non-EE student classroom attendance ( p  = 0.85; Fig. 3i, j ). There were only four single day absences in Discovery within the EE subset; however, this difference was not statistically significant ( p  = 0.074).

The “Exceeds Expectations” (EE) subset of students (defined as those who received a combined Discovery grade ≥1 SD (18.0%) higher than their final course grade) performed ( a ) lower on their final course grade and ( b ) higher in the Discovery program as a whole when compared to their classmates. d – h EE students received significantly higher grades on each Discovery deliverable than their classmates, except for their ( c ) introductory essays and ( h ) final presentations. The EE subset also tended ( i ) to have a higher relative rate of attendance during Discovery sessions but no difference in ( j ) classroom attendance. N  = 99 EE students and 169 non-EE students (268 total). Grade data expressed as mean ± SEM.

Discovery MT students (Fig. 4 ), although not receiving significantly higher grades in class than students participating in the program only one time ( p  = 0.29, Fig. 4a ), were observed to obtain higher final Discovery grades than single-term students ( p  = 0.0067, Fig. 4b ). Although trends were less pronounced for individual MT student deliverables (Fig. 4c–h ), this student group performed significantly better on the progress report ( p  = 0.0021; Fig. 4f ). Trends of higher performance were observed for initial proposals and final presentations ( p  = 0.081 and 0.056, respectively; Fig. 4e, h ); all other deliverables were not significantly different between MT and non-MT students (Fig. 4c, d, g ). Attendance in Discovery ( p  = 0.22) was also not significantly different between MT and non-MT students, although MT students did miss significantly less class time ( p  = 0.010) (Fig. 4i, j ). Longitudinal assessment of individual deliverables for MT students that participated in three or more Discovery terms (Fig. 5 ) further highlights trend in improvement (Fig. 2f ). Greater performance over terms of participation was observed for essay ( p  = 0.0295, Fig. 5a ), client meeting ( p  = 0.0003, Fig. 5b ), proposal ( p  = 0.0004, Fig. 5c ), progress report ( p  = 0.16, Fig. 5d ), poster ( p  = 0.0005, Fig. 5e ), and presentation ( p  = 0.0295, Fig. 5f ) deliverable grades; these trends were all significant with the exception of the progress report ( p  = 0.16, Fig. 5d ) owing to strong performance in this deliverable in all terms.

The “multi-term” (MT) subset of students (defined as having attended more than one term of Discovery ) demonstrated favorable performance in Discovery , ( a ) showing no difference in course grade compared to single-term students, but ( b outperforming them in final Discovery grade. Independent of the number of times participating in Discovery , MT students did not score significantly differently on their ( c ) essay, ( d ) client meeting, or ( g ) poster. They tended to outperform their single-term classmates on the ( e ) proposal and ( h ) final presentation and scored significantly higher on their ( f ) progress report. MT students showed no statistical difference in ( i ) Discovery attendance but did show ( j ) higher rates of classroom attendance than single-term students. N  = 174 MT instances of student participation (76 individual students) and 94 single-term students. Grade data expressed as mean ± SEM.

Longitudinal assessment of a subset of MT student participants that participated in three ( N  = 16) or four ( N  = 3) terms presents a significant trend of improvement in their ( a ) essay, ( b ) client meeting, ( c ) proposal, ( e ) poster, and ( f ) presentation grade. d Progress report grades present a trend in improvement but demonstrate strong performance in all terms, limiting potential for student improvement. Grade data are presented as individual student performance; each student is represented by one color; data is fitted with a linear trendline (black).

Finally, the expansion of Discovery to a second school of lower LOI (i.e., nominally higher aggregate SES) allowed for the assessment of program impact in a new population over 2 terms of programming. A significant ( p  = 0.040) divergence in Discovery vs. course grade distribution from the theoretical 1:1 relationship was found in the new cohort (S 1 Appendix , Fig. S 1 ), in keeping with the pattern established in this study.

Teacher perceptions

Qualitative observation in the classroom by high school teachers emphasized the value students independently placed on program participation and deliverables. Throughout the term, students often prioritized Discovery group assignments over other tasks for their STEM courses, regardless of academic weight and/or due date. Comparing within this student population, teachers spoke of difficulties with late and incomplete assignments in the regular curriculum but found very few such instances with respect to Discovery -associated deliverables. Further, teachers speculated on the good behavior and focus of students in Discovery programming in contrast to attentiveness and behavior issues in their school classrooms. Multiple anecdotal examples were shared of renewed perception of student potential; students that exhibited poor academic performance in the classroom often engaged with high performance in this inquiry-focused atmosphere. Students appeared to take a sense of ownership, excitement, and pride in the setting of group projects oriented around scientific inquiry, discovery, and dissemination.

Student perceptions

Students were asked to consider and rank the academic difficulty (scale of 1–5, with 1 = not challenging and 5 = highly challenging) of the work they conducted within the Discovery learning model. Considering individual Discovery terms, at least 91% of students felt the curriculum to be sufficiently challenging with a 3/5 or higher ranking (Term 1: 87.5%, Term 2: 93.4%, Term 3: 85%, Term 4: 93.3%, Term 5: 100%), and a minimum of 58% of students indicating a 4/5 or higher ranking (Term 1: 58.3%, Term 2: 70.5%, Term 3: 67.5%, Term 4: 69.1%, Term 5: 86.4%) (Fig. 6a ).

a Histogram of relative frequency of perceived Discovery programming academic difficulty ranked from not challenging (1) to highly challenging (5) for each session demonstrated the consistently perceived high degree of difficulty for Discovery programming (total responses: 223). b Program participation increased student comfort (94.6%) with navigating lab work in a university or college setting (total responses: 220). c Considering participation in Discovery programming, students indicated their increased (72.4%) or decreased (10.1%) likelihood to pursue future experiences in STEM as a measure of program impact (total responses: 217). d Large majority of participating students (84.9%) indicated their interest for future participation in Discovery (total responses: 212). Students were given the opportunity to opt out of individual survey questions, partially completed surveys were included in totals.

The majority of students (94.6%) indicated they felt more comfortable with the idea of performing future work in a university STEM laboratory environment given exposure to university teaching facilities throughout the program (Fig. 6b ). Students were also queried whether they were (i) more likely, (ii) less likely, or (iii) not impacted by their experience in the pursuit of STEM in the future. The majority of participants (>82%) perceived impact on STEM interests, with 72.4% indicating they were more likely to pursue these interests in the future (Fig. 6c ). When surveyed at the end of term, 84.9% of students indicated they would participate in the program again (Fig. 6d ).

We have described an inquiry-based framework for implementing experiential STEM education in a BME setting. Using this model, we engaged 268 instances of student participation (170 individual students who participated 1–4 times) over five terms in project-based learning wherein students worked in peer-based teams under the mentorship of U of T trainees to design and execute the scientific method in answering a relevant research question. Collaboration between high school teachers and Discovery instructors allowed for high school student exposure to cutting-edge BME research topics, participation in facilitated inquiry, and acquisition of knowledge through scientific discovery. All assessments were conducted by high school teachers and constituted a fraction (10–15%) of the overall course grade, instilling academic value for participating students. As such, students exhibited excitement to learn as well as commitment to their studies in the program.

Through our observations and analysis, we suggest there is value in differential learning environments for students that struggle in a knowledge acquisition-focused classroom setting. In general, we observed a high level of academic performance in Discovery programming (Fig. 2a ), which was highlighted exceptionally in EE students who exhibited greater academic performance in Discovery deliverables compared to normal coursework (>18% grade improvement in relevant deliverables). We initially considered whether this was the result of strong students influencing weaker students; however, group organization within each course suggests this is not the case (Fig. 2d ). With the exception of one class in one term (24 participants assigned by their teacher), students were allowed to self-organize into working groups and they chose to work with other students of relatively similar academic performance (as indicated by course grade), a trend observed in other studies 31 , 32 . Remarkably, EE students not only excelled during Discovery when compared to their own performance in class, but this cohort also achieved significantly higher average grades in each of the deliverables throughout the program when compared to the remaining Discovery cohort (Fig. 3 ). This data demonstrates the value of an inquiry-based learning environment compared to knowledge-focused delivery in the classroom in allowing students to excel. We expect that part of this engagement was resultant of student excitement with a novel learning opportunity. It is however a well-supported concept that students who struggle in traditional settings tend to demonstrate improved interest and motivation in STEM when given opportunity to interact in a hands-on fashion, which supports our outcomes 4 , 33 . Furthermore, these outcomes clearly represent variable student learning styles, where some students benefit from a greater exchange of information, knowledge and skills in a cooperative learning environment 34 . The performance of the EE group may not be by itself surprising, as the identification of the subset by definition required high performers in Discovery who did not have exceptionally high course grades; in addition, the final Discovery grade is dependent on the component assignment grades. However, the discrepancies between EE and non-EE groups attendance suggests that students were engaged by Discovery in a way that they were not by regular classroom curriculum.

In addition to quantified engagement in Discovery observed in academic performance, we believe remarkable attendance rates are indicative of the value students place in the differential learning structure. Given the differences in number of Discovery days and implications of missing one day of regular class compared to this immersive program, we acknowledge it is challenging to directly compare attendance data and therefore approximate this comparison with consideration of learning time equivalence. When combined with other subjective data including student focus, requests to work on Discovery during class time, and lack of discipline/behavior issues, the attendance data importantly suggests that students were especially engaged by the Discovery model. Further, we believe the increased commute time to the university campus (students are responsible for independent transit to campus, a much longer endeavour than the normal school commute), early program start time, and students’ lack of familiarity with the location are non-trivial considerations when determining the propensity of students to participate enthusiastically in Discovery . We feel this suggests the students place value on this team-focused learning and find it to be more applicable and meaningful to their interests.

Given post-secondary admission requirements for STEM programs, it would be prudent to think that students participating in multiple STEM classes across terms are the ones with the most inherent interest in post-secondary STEM programs. The MT subset, representing students who participated in Discovery for more than one term, averaged significantly higher final Discovery grades. The increase in the final Discovery grade was observed to result from a general confluence of improved performance over multiple deliverables and a continuous effort to improve in a STEM curriculum. This was reflected in longitudinal tracking of Discovery performance, where we observed a significant trend of improved performance. Interestingly, the high number of MT students who were included in the EE group suggests that students who had a keen interest in science enrolled in more than one course and in general responded well to the inquiry-based teaching method of Discovery , where scientific method was put into action. It stands to reason that students interested in science will continue to take STEM courses and will respond favorably to opportunities to put classroom theory to practical application.

The true value of an inquiry-based program such as Discovery may not be based in inspiring students to perform at a higher standard in STEM within the high school setting, as skills in critical thinking do not necessarily translate to knowledge-based assessment. Notably, students found the programming equally challenging throughout each of the sequential sessions, perhaps somewhat surprising considering the increasing number of repeat attendees in successive sessions (Fig. 6a ). Regardless of sub-discipline, there was an emphasis of perceived value demonstrated through student surveys where we observed indicated interest in STEM and comfort with laboratory work environments, and desire to engage in future iterations given the opportunity. Although non-quantitative, we perceive this as an indicator of significant student engagement, even though some participants did not yield academic success in the program and found it highly challenging given its ambiguity.

Although we observed that students become more certain of their direction in STEM, further longitudinal study is warranted to make claim of this outcome. Additionally, at this point in our assessment we cannot effectively assess the practical outcomes of participation, understanding that the immediate effects observed are subject to a number of factors associated with performance in the high school learning environment. Future studies that track graduates from this program will be prudent, in conjunction with an ever-growing dataset of assessment as well as surveys designed to better elucidate underlying perceptions and attitudes, to continue to understand the expected benefits of this inquiry-focused and partnered approach. Altogether, a multifaceted assessment of our early outcomes suggests significant value of an immersive and iterative interaction with STEM as part of the high school experience. A well-defined divergence from knowledge-based learning, focused on engagement in critical thinking development framed in the cutting-edge of STEM, may be an important step to broadening student perspectives.

In this study, we describe the short-term effects of an inquiry-based STEM educational experience on a cohort of secondary students attending a non-specialized school, and suggest that the framework can be widely applied across virtually all subjects where inquiry-driven and mentored projects can be undertaken. Although we have demonstrated replication in a second cohort of nominally higher SES (S 1 Appendix , Supplementary Fig. 1 ), a larger collection period with more students will be necessary to conclusively determine impact independent of both SES and specific cohort effects. Teachers may also find this framework difficult to implement depending on resources and/or institutional investment and support, particularly if post-secondary collaboration is inaccessible. Offerings to a specific subject (e.g., physics) where experiments yielding empirical data are logistically or financially simpler to perform may be valid routes of adoption as opposed to the current study where all subject cohorts were included.

As we consider Discovery in a bigger picture context, expansion and implementation of this model is translatable. Execution of the scientific method is an important aspect of citizen science, as the concepts of critical thing become ever-more important in a landscape of changing technological landscapes. Giving students critical thinking and problem-solving skills in their primary and secondary education provides value in the context of any career path. Further, we feel that this model is scalable across disciplines, STEM or otherwise, as a means of building the tools of inquiry. We have observed here the value of differential inclusive student engagement and critical thinking through an inquiry-focused model for a subset of students, but further to this an engagement, interest, and excitement across the body of student participants. As we educate the leaders of tomorrow, we suggest that use of an inquiry-focused model such as Discovery could facilitate growth of a data-driven critical thinking framework.

In conclusion, we have presented a model of inquiry-based STEM education for secondary students that emphasizes inclusion, quantitative analysis, and critical thinking. Student grades suggest significant performance benefits, and engagement data suggests positive student attitude despite the perceived challenges of the program. We also note a particular performance benefit to students who repeatedly engage in the program. This framework may carry benefits in a wide variety of settings and disciplines for enhancing student engagement and performance, particularly in non-specialized school environments.

Study design and implementation

Participants in Discovery include all students enrolled in university-stream Grade 11 or 12 biology, chemistry, or physics at the participating school over five consecutive terms (cohort summary shown in Table 1 ). Although student participation in educational content was mandatory, student grades and survey responses (administered by high school teachers) were collected from only those students with parent or guardian consent. Teachers replaced each student name with a unique coded identifier to preserve anonymity but enable individual student tracking over multiple terms. All data collected were analyzed without any exclusions save for missing survey responses; no power analysis was performed prior to data collection.

Ethics statement

This study was approved by the University of Toronto Health Sciences Research Ethics Board (Protocol # 34825) and the Toronto District School Board External Research Review Committee (Protocol # 2017-2018-20). Written informed consent was collected from parents or guardians of participating students prior to the acquisition of student data (both post-hoc academic data and survey administration). Data were anonymized by high school teachers for maintenance of academic confidentiality of individual students prior to release to U of T researchers.

Educational program overview

Students enrolled in university-preparatory STEM classes at the participating school completed a term-long project under the guidance of graduate student instructors and undergraduate student mentors as a mandatory component of their respective course. Project curriculum developed collaboratively between graduate students and participating high school teachers was delivered within U of T Faculty of Applied Science & Engineering (FASE) teaching facilities. Participation allows high school students to garner a better understanding as to how undergraduate learning and career workflows in STEM vary from traditional high school classroom learning, meanwhile reinforcing the benefits of problem solving, perseverance, teamwork, and creative thinking competencies. Given that Discovery was a mandatory component of course curriculum, students participated as class cohorts and addressed questions specific to their course subject knowledge base but related to the defined global health research topic (Fig. 1 ). Assessment of program deliverables was collectively assigned to represent 10–15% of the final course grade for each subject at the discretion of the respective STEM teacher.

The Discovery program framework was developed, prior to initiation of student assessment, in collaboration with one high school selected from the local public school board over a 1.5 year period of time. This partner school consistently scores highly (top decile) in the school board’s Learning Opportunities Index (LOI). The LOI ranks each school based on measures of external challenges affecting its student population therefore schools with the greatest level of external challenge receive a higher ranking 35 . A high LOI ranking is inversely correlated with socioeconomic status (SES); therefore, participating students are identified as having a significant number of external challenges that may affect their academic success. The mandatory nature of program participation was established to reach highly capable students who may be reluctant to engage on their own initiative, as a means of enhancing the inclusivity and impact of the program. The selected school partner is located within a reasonable geographical radius of our campus (i.e., ~40 min transit time from school to campus). This is relevant as participating students are required to independently commute to campus for Discovery hands-on experiences.

Each program term of Discovery corresponds with a five-month high school term. Lead university trainee instructors (3–6 each term) engaged with high school teachers 1–2 months in advance of high school student engagement to discern a relevant overarching global healthcare theme. Each theme was selected with consideration of (a) topics that university faculty identify as cutting-edge biomedical research, (b) expertise that Discovery instructors provide, and (c) capacity to showcase the diversity of BME. Each theme was sub-divided into STEM subject-specific research questions aligning with provincial Ministry of Education curriculum concepts for university-preparatory Biology, Chemistry, and Physics 9 that students worked to address, both on-campus and in-class, during a term-long project. The Discovery framework therefore provides students a problem-based learning experience reflective of an engineering capstone design project, including a motivating scientific problem (i.e., global topic), subject-specific research question, and systematic determination of a professional recommendation addressing the needs of the presented problem.

Discovery instructors were volunteers recruited primarily from graduate and undergraduate BME programs in the FASE. Instructors were organized into subject-specific instructional teams based on laboratory skills, teaching experience, and research expertise. The lead instructors of each subject (the identified 1–2 trainees that built curriculum with high school teachers) were responsible to organize the remaining team members as mentors for specific student groups over the course of the program term (~1:8 mentor to student ratio).

All Discovery instructors were familiarized with program expectations and trained in relevant workspace safety, in addition to engagement at a teaching workshop delivered by the Faculty Advisor (a Teaching Stream faculty member) at the onset of term. This workshop was designed to provide practical information on teaching and was co-developed with high school teachers based on their extensive training and experience in fundamental teaching methods. In addition, group mentors received hands-on training and guidance from lead instructors regarding the specific activities outlined for their respective subject programming (an exemplary term of student programming is available in S 2 Appendix) .

Discovery instructors were responsible for introducing relevant STEM skills and mentoring high school students for the duration of their projects, with support and mentorship from the Faculty Mentor. Each instructor worked exclusively throughout the term with the student groups to which they had been assigned, ensuring consistent mentorship across all disciplinary components of the project. In addition to further supporting university trainees in on-campus mentorship, high school teachers were responsible for academic assessment of all student program deliverables (Fig. 1 ; the standardized grade distribution available in S 3 Appendix ). Importantly, trainees never engaged in deliverable assessment; for continuity of overall course assessment, this remained the responsibility of the relevant teacher for each student cohort.

Throughout each term, students engaged within the university facilities four times. The first three sessions included hands-on lab sessions while the fourth visit included a culminating symposium for students to present their scientific findings (Fig. 1 ). On average, there were 4–5 groups of students per subject (3–4 students per group; ~20 students/class). Discovery instructors worked exclusively with 1–2 groups each term in the capacity of mentor to monitor and guide student progress in all project deliverables.

After introducing the selected global research topic in class, teachers led students in completion of background research essays. Students subsequently engaged in a subject-relevant skill-building protocol during their first visit to university teaching laboratory facilities, allowing opportunity to understand analysis techniques and equipment relevant for their assessment projects. At completion of this session, student groups were presented with a subject-specific research question as well as the relevant laboratory inventory available for use during their projects. Armed with this information, student groups continued to work in their classroom setting to develop group-specific experimental plans. Teachers and Discovery instructors provided written and oral feedback, respectively , allowing students an opportunity to revise their plans in class prior to on-campus experimental execution.

Once at the relevant laboratory environment, student groups executed their protocols in an effort to collect experimental data. Data analysis was performed in the classroom and students learned by trial & error to optimize their protocols before returning to the university lab for a second opportunity of data collection. All methods and data were re-analyzed in class in order for students to create a scientific poster for the purpose of study/experience dissemination. During a final visit to campus, all groups presented their findings at a research symposium, allowing students to verbally defend their process, analyses, interpretations, and design recommendations to a diverse audience including peers, STEM teachers, undergraduate and graduate university students, postdoctoral fellows and U of T faculty.

Data collection

Teachers evaluated their students on the following associated deliverables: (i) global theme background research essay; (ii) experimental plan; (iii) progress report; (iv) final poster content and presentation; and (v) attendance. For research purposes, these grades were examined individually and also as a collective Discovery program grade for each student. For students consenting to participation in the research study, all Discovery grades were anonymized by the classroom teacher before being shared with study authors. Each student was assigned a code by the teacher for direct comparison of deliverable outcomes and survey responses. All instances of “Final course grade” represent the prorated course grade without the Discovery component, to prevent confounding of quantitative analyses.

Survey instruments were used to gain insight into student attitudes and perceptions of STEM and post-secondary study, as well as Discovery program experience and impact (S 4 Appendix ). High school teachers administered surveys in the classroom only to students supported by parental permission. Pre-program surveys were completed at minimum 1 week prior to program initiation each term and exit surveys were completed at maximum 2 weeks post- Discovery term completion. Surveys results were validated using a principal component analysis (S 1 Appendix , Supplementary Fig. 2 ).

Identification and comparison of population subsets

From initial analysis, we identified two student subpopulations of particular interest: students who performed ≥1 SD [18.0%] or greater in the collective Discovery components of the course compared to their final course grade (“EE”), and students who participated in Discovery more than once (“MT”). These groups were compared individually against the rest of the respective Discovery population (“non-EE” and “non-MT”, respectively ). Additionally, MT students who participated in three or four (the maximum observed) terms of Discovery were assessed for longitudinal changes to performance in their course and Discovery grades. Comparisons were made for all Discovery deliverables (introductory essay, client meeting, proposal, progress report, poster, and presentation), final Discovery grade, final course grade, Discovery attendance, and overall attendance.

Statistical analysis

Student course grades were analyzed in all instances without the Discovery contribution (calculated from all deliverable component grades and ranging from 10 to 15% of final course grade depending on class and year) to prevent correlation. Aggregate course grades and Discovery grades were first compared by paired t-test, matching each student’s course grade to their Discovery grade for the term. Student performance in Discovery ( N  = 268 instances of student participation, comprising 170 individual students that participated 1–4 times) was initially assessed in a linear regression of Discovery grade vs. final course grade. Trends in course and Discovery performance over time for students participating 3 or 4 terms ( N  = 16 and 3 individuals, respectively ) were also assessed by linear regression. For subpopulation analysis (EE and MT, N  = 99 instances from 81 individuals and 174 instances from 76 individuals, respectively ), each dataset was tested for normality using the D’Agostino and Pearson omnibus normality test. All subgroup comparisons vs. the remaining population were performed by Mann–Whitney U -test. Data are plotted as individual points with mean ± SEM overlaid (grades), or in histogram bins of 1 and 4 days, respectively , for Discovery and class attendance. Significance was set at α ≤ 0.05.

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The data that support the findings of this study are available upon reasonable request from the corresponding author DMK. These data are not publicly available due to privacy concerns of personal data according to the ethical research agreements supporting this study.

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Acknowledgements

This study has been possible due to the support of many University of Toronto trainee volunteers, including Genevieve Conant, Sherif Ramadan, Daniel Smieja, Rami Saab, Andrew Effat, Serena Mandla, Cindy Bui, Janice Wong, Dawn Bannerman, Allison Clement, Shouka Parvin Nejad, Nicolas Ivanov, Jose Cardenas, Huntley Chang, Romario Regeenes, Dr. Henrik Persson, Ali Mojdeh, Nhien Tran-Nguyen, Ileana Co, and Jonathan Rubianto. We further acknowledge the staff and administration of George Harvey Collegiate Institute and the Institute of Biomedical Engineering (IBME), as well as Benjamin Rocheleau and Madeleine Rocheleau for contributions to data collation. Discovery has grown with continued support of Dean Christopher Yip (Faculty of Applied Science and Engineering, U of T), and the financial support of the IBME and the National Science and Engineering Research Council (NSERC) PromoScience program (PROSC 515876-2017; IBME “Igniting Youth Curiosity in STEM” initiative co-directed by DMK and Dr. Penney Gilbert). LDH and NIC were supported by Vanier Canada graduate scholarships from the Canadian Institutes of Health Research and NSERC, respectively . DMK holds a Dean’s Emerging Innovation in Teaching Professorship in the Faculty of Engineering & Applied Science, U of T.

Author information

These authors contributed equally: Locke Davenport Huyer, Neal I. Callaghan.

Authors and Affiliations

Institute of Biomedical Engineering, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer, Neal I. Callaghan, Andrey I. Shukalyuk & Dawn M. Kilkenny

Chemical Engineering and Applied Chemistry, University of Toronto, Toronto, ON, Canada

Locke Davenport Huyer

Translational Biology and Engineering Program, Ted Rogers Centre for Heart Research, University of Toronto, Toronto, ON, Canada

Neal I. Callaghan

George Harvey Collegiate Institute, Toronto District School Board, Toronto, ON, Canada

Sara Dicks, Edward Scherer & Margaret Jou

Institute for Studies in Transdisciplinary Engineering Education & Practice, University of Toronto, Toronto, ON, Canada

Dawn M. Kilkenny

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Contributions

LDH, NIC and DMK conceived the program structure, designed the study, and interpreted the data. LDH and NIC ideated programming, coordinated execution, and performed all data analysis. SD, ES, and MJ designed and assessed student deliverables, collected data, and anonymized data for assessment. SD assisted in data interpretation. AIS assisted in programming ideation and design. All authors provided feedback and approved the manuscript that was written by LDH, NIC and DMK.

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Correspondence to Dawn M. Kilkenny .

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Davenport Huyer, L., Callaghan, N.I., Dicks, S. et al. Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program. npj Sci. Learn. 5 , 17 (2020). https://doi.org/10.1038/s41539-020-00076-2

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15 Research Journals for High School Students

High school students interested in pursuing academic research often face the challenge of finding accessible and reputable platforms to publish their work. Engaging in scholarly research not only enriches their educational experience but also fosters critical thinking, problem-solving skills, and a deeper understanding of their chosen subjects. To aid aspiring young researchers, here's a curated list of 15 research journals tailored to high school students across various disciplines.

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Why Publish Research in High School?

Publishing research as a high school student offers numerous benefits and opportunities for academic and personal growth. While the idea of scholarly publication may seem daunting to some, especially at a young age, the advantages of sharing your work with a broader audience are significant. Here are several compelling reasons why high school students should consider publishing their research:

1. Validation and Recognition: Publishing research provides validation for your academic efforts and achievements. It offers tangible recognition of your hard work, dedication, and intellectual abilities. Seeing your name in print alongside your research can be incredibly rewarding and can boost your confidence in your academic abilities.

2. Contribution to Knowledge: By publishing your research, you contribute to the body of knowledge in your chosen field or discipline. Your findings and insights can potentially influence and inform future research and scholarship. Even as a high school student, your perspectives and discoveries have the potential to make meaningful contributions to your field of study.

3. Skill Development: Engaging in the process of preparing a research manuscript for publication helps you develop essential academic and professional skills. Writing a research paper requires critical thinking, analytical reasoning, and effective communication skills. Additionally, navigating the peer-review process teaches you how to incorporate feedback, revise your work, and adhere to scholarly standards.

4. College and Career Opportunities: Publishing research as a high school student can enhance your college applications and attract the attention of admissions officers. It demonstrates your intellectual curiosity, initiative, and commitment to academic excellence, setting you apart from other applicants. Furthermore, having publications on your resume can open doors to scholarship opportunities, internships, and research positions in college and beyond.

5. Networking and Collaboration: Publishing research exposes you to a wider network of scholars, researchers, and professionals in your field. It provides opportunities for collaboration and mentorship, allowing you to connect with experts who can offer guidance, support, and advice as you continue your academic journey.

6. Personal Growth and Fulfillment: Finally, publishing research as a high school student is a deeply fulfilling experience that can foster personal growth and intellectual curiosity. It allows you to explore topics of interest in depth, pursue your passions, and develop a sense of agency and autonomy in your academic pursuits. Moreover, seeing your work published can instill a sense of pride and accomplishment that motivates you to continue pursuing your academic goals.

In summary, publishing research as a high school student offers a unique opportunity to contribute to academic discourse, develop valuable skills, and position yourself for future success in college and beyond. Whether you're passionate about science, history, literature, or any other field, sharing your research with the world can be a transformative experience that shapes your academic journey and opens doors to exciting opportunities.

1. The Concord Review

The Concord Review stands as a beacon for high school historians and social scientists, providing a prestigious platform for the publication of outstanding research papers. Founded in 1987, this journal has garnered international recognition for its commitment to promoting historical scholarship among secondary school students. Each issue showcases meticulously researched and eloquently written essays that delve into various historical events, themes, and perspectives. By publishing in The Concord Review, high school students not only gain recognition for their scholarly achievements but also contribute to the advancement of historical understanding and discourse. The journal's rigorous peer-review process ensures the quality and integrity of published works, setting a high standard for excellence in historical research within the secondary education community.

2. Journal of Emerging Investigators (JEI)

With a focus on STEM fields, the Journal of Emerging Investigators (JEI) offers high school students a unique opportunity to share their scientific discoveries and innovations with a global audience. Established in 2008, JEI serves as a platform for aspiring young scientists to publish their research findings, experimental methods, and scientific insights. The journal's peer-review process, conducted by graduate students and postdoctoral researchers, ensures the accuracy and credibility of published articles, while providing valuable feedback and mentorship to student authors. JEI encourages interdisciplinary collaboration and creativity, welcoming submissions across a wide range of scientific disciplines, including biology, chemistry, physics, engineering, and environmental science. By participating in JEI, high school students not only contribute to the advancement of scientific knowledge but also develop essential skills in critical thinking, problem-solving, and scientific communication.

3. Young Scientists Journal (YSJ)

As the world's only international peer-reviewed science journal entirely run by and for high school students, the Young Scientists Journal (YSJ) offers a dynamic platform for young researchers to showcase their scientific inquiries and discoveries. Founded in 2006, YSJ aims to inspire and empower the next generation of scientists by providing a space for them to publish original research, experimental findings, and scientific perspectives. The journal covers a diverse array of scientific topics, ranging from biology and chemistry to physics and environmental science, reflecting the multifaceted interests and passions of high school scientists worldwide. Through its rigorous peer-review process and editorial guidance, YSJ fosters a culture of academic excellence and scientific inquiry, nurturing the development of critical thinking, research skills, and scientific literacy among its contributors.

4. Teen Ink

While not a traditional research journal, Teen Ink offers high school students a creative outlet to express themselves through writing and artwork, covering a wide spectrum of topics and themes. Since its inception in 1989, Teen Ink has provided a platform for young writers and artists to share their perspectives, experiences, and voices with a global audience. The journal publishes poetry, fiction, nonfiction, essays, and artwork created by high school students, offering a glimpse into the diverse minds and talents of today's youth. By contributing to Teen Ink, high school students not only hone their writing and artistic skills but also engage in meaningful expression, reflection, and dialogue on issues that matter to them, from personal experiences and social concerns to cultural observations and creative imaginings.

5. The High School Journal

Published by the University of North Carolina Press, The High School Journal provides a scholarly platform for high school students, educators, and researchers interested in educational issues. Established in 1918, this journal has a long-standing tradition of publishing research articles, essays, and reviews that contribute to the understanding and improvement of secondary education. Through its rigorous peer-review process, The High School Journal ensures the quality and relevance of published works, fostering dialogue and collaboration among scholars, practitioners, and policymakers in the field of education. By publishing in The High School Journal, students have the opportunity to share their insights, experiences, and research findings on topics such as curriculum development, pedagogy, school reform, and educational equity, making meaningful contributions to the advancement of educational practice and policy.

6. Journal of High School Science (JHSS)

The Journal of High School Science (JHSS) serves as a platform for high school students to publish their scientific research, experimental findings, and innovative ideas in various fields of science. Founded with the aim of promoting scientific inquiry and excellence among young scholars, JHSS encourages students to explore their scientific interests and contribute to the body of knowledge in disciplines such as biology, chemistry, physics, and environmental science. Through its peer-reviewed publication process, JHSS provides students with valuable feedback and mentorship from experienced scientists and educators, helping them develop their research skills and scientific literacy. By participating in JHSS, high school students not only gain recognition for their scientific achievements but also inspire their peers and contribute to the advancement of scientific knowledge and discovery.

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7. youth voices.

Youth Voices offers high school students a digital platform to explore social justice issues, activism, and personal narratives through writing and multimedia expression. Founded on the belief that young voices have the power to drive positive change in society, Youth Voices provides a space for students to share their perspectives, experiences, and visions for a better world. Through its online community and collaborative projects, Youth Voices fosters dialogue, empathy, and understanding among young people from diverse backgrounds and cultures. By contributing to Youth Voices, high school students not only amplify their voices on important social issues but also engage in meaningful dialogue, reflection, and action to create positive social change in their communities and beyond.

8. Lexington Review

The Lexington Review offers high school students a platform to engage in literary analysis, criticism, and creative expression. Founded with the goal of promoting literary appreciation and critical thinking skills among young writers and readers, The Lexington Review publishes essays, reviews, and creative works on literature, culture, and the arts. By providing a space for students to explore and interpret literary texts, The Lexington Review encourages deeper engagement with literature and fosters a community of literary enthusiasts and scholars. Through its publication process, The Lexington Review offers students valuable feedback and mentorship from experienced writers and educators, helping them develop their analytical and creative writing skills. By contributing to The Lexington Review, high school students not only showcase their literary talents but also enrich the literary landscape with their unique perspectives and insights.

9. Journal of Youth Development

The Journal of Youth Development serves as a scholarly platform for high school students interested in youth development and psychology. Established to address the unique needs and challenges faced by young people, this interdisciplinary journal welcomes submissions that explore various aspects of youth development, including social, emotional, cognitive, and behavioral factors. By providing a space for students to share their research, insights, and experiences, the Journal of Youth Development contributes to the understanding and promotion of positive youth development. Through its peer-reviewed publication process, the journal ensures the quality and rigor of published works, fostering dialogue and collaboration among students, researchers, practitioners, and policymakers in the field of youth development. By publishing in the Journal of Youth Development, high school students have the opportunity to contribute to the advancement of knowledge and practice in youth development, making meaningful contributions to the well-being and success of young people worldwide.

10. International Journal of Student Research in Archaeology (IJSRA)

The International Journal of Student Research in Archaeology (IJSRA) offers high school students a platform to publish their research findings, fieldwork experiences, and reflections in the fields of archaeology and anthropology. Founded with the aim of promoting archaeological inquiry and scholarship among young researchers, IJSRA welcomes submissions that explore various archaeological topics, methodologies, and discoveries. By providing a space for students to share their research and experiences, IJSRA fosters a community of aspiring archaeologists and anthropologists, encouraging collaboration, learning, and innovation in the field. Through its peer-reviewed publication process, the journal ensures the quality and credibility of published works, providing students with valuable feedback and mentorship from experienced archaeologists and anthropologists. By contributing to IJSRA, high school students not only gain recognition for their scholarly achievements but also contribute to the preservation and understanding of human history and culture.

11. The Apprentice Writer

The Apprentice Writer, published by the Susquehanna University Writers Institute, offers high school students a platform to showcase their creative writing talents. Founded with the aim of nurturing young writers and fostering a love for literature and creative expression, The Apprentice Writer publishes poetry, fiction, creative nonfiction, and artwork from emerging writers across the globe. By providing a space for students to share their literary creations, the journal celebrates the diversity and creativity of young voices in the literary world. Through its publication process, The Apprentice Writer offers students the opportunity to receive feedback and mentorship from experienced writers and educators, helping them refine their craft and develop their unique voices. By contributing to The Apprentice Writer, high school students not only gain recognition for their literary talents but also inspire and connect with fellow writers and readers, enriching the literary landscape with their imaginative works.

12. Journal of Student Research

The Journal of Student Research (JSR) serves as a multidisciplinary platform for high school students to publish original research across diverse fields of study. Established with the goal of promoting academic inquiry and excellence among young scholars, JSR welcomes submissions that explore various topics and methodologies, including scientific research, humanities, social sciences, and interdisciplinary studies. By providing a space for students to share their research findings and insights, JSR contributes to the advancement of knowledge and scholarship in multiple disciplines. Through its peer-reviewed publication process, the journal ensures the quality and rigor of published works, providing students with valuable feedback and mentorship from experts in their respective fields. By publishing in JSR, high school students have the opportunity to showcase their intellectual curiosity and scholarly achievements, making meaningful contributions to their chosen fields of study and inspiring others to pursue academic inquiry and excellence.

13. The Artifice

The Artifice is a digital magazine that offers high school students an opportunity to explore and analyze various aspects of popular culture, including film, literature, gaming, and entertainment. While not exclusively dedicated to young writers, The Artifice welcomes submissions from aspiring critics and analysts interested in examining the cultural significance and artistic merits of contemporary media. Founded on the belief that thoughtful analysis and discourse enrich our understanding of popular culture, The Artifice provides a platform for students to share their insights, interpretations, and critiques with a global audience. Through its publication process, The Artifice offers students the opportunity to refine their analytical skills, engage in critical dialogue, and contribute to the ongoing conversation surrounding popular culture. By contributing to The Artifice, high school students not only gain valuable experience in cultural criticism and analysis but also shape the cultural discourse of today and tomorrow, offering fresh perspectives and interpretations on the media they consume.

14. Journal of Student Science and Technology (JSST)

The Journal of Student Science and Technology (JSST) serves as a platform for high school students to publish their scientific research and technological innovations. Founded with the aim of promoting STEM education and fostering innovation among young scientists and engineers, JSST welcomes submissions that explore various fields of science and technology, including biology, chemistry, physics, engineering, computer science, and environmental science. By providing a space for students to share their research findings, experimental methods, and technological developments, JSST contributes to the advancement of scientific knowledge and technological innovation. Through its peer-reviewed publication process, the journal ensures the quality and credibility of published works, providing students with valuable feedback and recognition for their scientific achievements. By publishing in JSST, high school students have the opportunity to showcase their passion for science and technology, inspire their peers, and make meaningful contributions to the scientific community.

15. Phi Alpha Theta Journal of Undergraduate Historical Studies

Although primarily aimed at undergraduate students, the Phi Alpha Theta Journal of Undergraduate Historical Studies welcomes exceptional submissions from high school scholars interested in historical research and analysis. Founded by the prestigious history honor society Phi Alpha Theta, this journal offers a platform for young historians to share their research findings, interpretations, and insights on various historical topics and periods. By providing a space for students to engage in rigorous historical inquiry and scholarship, the journal fosters a deeper understanding of the past and its relevance to the present. Through its peer-reviewed publication process, the Phi Alpha Theta Journal ensures the quality and rigor of published works, providing students with valuable feedback and recognition for their scholarly achievements. By publishing in the journal, high school students have the opportunity to contribute to the academic discourse surrounding history, making meaningful contributions to the study and interpretation of the past.

Engaging in research as a high school student can be a rewarding experience, offering opportunities for intellectual growth and exploration. These 15 research journals provide platforms for young scholars to share their insights, discoveries, and creative endeavors across a variety of disciplines. By participating in academic discourse and contributing to scholarly communities, high school students can develop valuable skills and make meaningful contributions to their fields of interest. Whether exploring scientific phenomena, delving into historical events, or expressing artistic creativity, these journals offer avenues for young researchers to shine.

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17 Research Journals for High School Students

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1. the concord review.

Introduction: The Concord Review (TCR) is an academic research journal dedicated to publishing historical research papers written by high school students in English. In the spring issue, the quarterly journal has published 1,362 research papers from authors in 46 states and 41 countries. Many TCR authors have gone to prestigious universities and colleges across the U.S. and worldwide. Aralia also published the Guide to the Concord Review to guide students through the process of submitting for the Concord Review, along with the introduction of the Historical Research and Writing class.

Competition Format: All essays should be on a historical topic, although the topic can be in any time period from ancient to modern, and any area from domestic to foreign. Essay submissions must be 5,000-9,000 words, with Chicago-style endnotes and a bibliography. The student must be the sole author of the submission, and the research paper may not be published elsewhere except for a publication of the secondary school the student attends. Students can submit more than one research paper.

Eligibility : Secondary students from all countries and schools can participate.

Deadline : Summer Issue – February 1 / Fall Issue – May 1 / Winter Issue – August 1 / Spring Issue – November 1

Fee : Range from $70 – $150 depending on which type of membership level students want to sign up for. Each author who submits a paper and submission fee, receives the next four issues of the journal in eBook (or print for $30).

Membership Details (Annual Fee): 

• Author – eBook – $70.00 (USD): With your essay submission fee of $70, you will receive a complimentary 1-year subscription to the Electronic (eBook) Edition of The Concord Review. You can choose the Print Edition instead for an additional $30 + shipping and handling.
• Author – Print US – $110.00 (USD): Your essay submission fee of $100 + s&h entitles includes a 1 year subscription to the Print Edition of The Concord Review delivered to your US address.
• Author – Print International – $150.00 (USD): Your essay submission fee of $100 + s&h includes 1 year subscription to the Print Edition of The Concord Review delivered to your address outside the United States.

2. (JEI) Journal of Emerging Investigators

Introduction : The Journal of Emerging Investigators is an open-access science journal and mentorship program that publishes research by middle and high school scientists. JEI is a non-profit organization operated by graduate students, postdoctoral fellows, and professors across the United States. Graduate students contribute to the editorial and review processes, as well as the management of the journal. Since 2012, JEI has published over 250 papers by pre-college students. A sample research paper written by students and published in this journal, titled “A simple printing solution to aid deficit reduction” , was covered by CNN .

Submissions go through 4-6 stages of review after the manuscript is received. Summer and fall tend to be busier times for JEI, so research submitted at these times may take longer to go through the review process.

Eligibility : Middle and high school students.

Topic Guideline : Students have the freedom to choose their research topic. However, for all research related to vertebrate animal/human subjects , students are required to adhere to the Intel International Science and Engineering Fair (ISEF) guidelines for ethical research.

Review Timeline : Submissions are accepted on a rolling basis. 

Fee : The subscription is free for students. 

3. Columbia Junior Science Research Journal

Introduction : The Columbia Junior Science Journal is a high school research journal for students with an interest in the natural sciences, physical sciences, engineering, and social sciences. CJSJ originated from the Columbia Undergraduate Science Journal, a professional-level science journal for scholars. The editorial team of the Columbia Undergraduate Science Journal also oversees CJSJ.

Eligibility : High school students worldwide can submit a single one to two-page research paper, or four to five-page review paper. Students can also collaborate with peers and mentors on their submissions.

Submission Deadline : Sep 30, 2024 (based on last year’s deadline)

4. Journal of Student Research

The Journal of Student Research (JSR), an academic, multidisciplinary, and faculty-reviewed journal, is based in Houston, Texas. This journal is devoted to the rapid dissemination of current research published by high school, undergraduate, and graduate students. It accepts AP, IB, Honors Research Articles, Review Articles, Research Projects, Research Posters, and more. Over 2,000 student authors from high schools and universities worldwide have had their work published in JSR.

Only five authors (including advisors) are allowed per submission. If you would like to include more contributors, you must pay $25 per individual. For a fast-tracked review, you can contact the journal and pay a fee.

Fee : $50 at submission for pre-review, and $200 post-review for articles chosen for publication upon notifying the authors.

Deadline : February 29, 2024

5. The Young Researcher

The Young Researcher is a peer-reviewed journal for secondary school students. The editor board includes expert researchers – typically, academics who work as professors in universities, or people with extensive research and publication experience.

List of the editors .

Submission Guideline: Submissions should be no more than 5,000 words, excluding references and appendices (in English). Articles should have:

• Abstract + 4-6 keywords
• Introduction
• Literature Review
• Method, Process, or Approach
• Findings or Results
• Analysis, and/or Evaluation
• Conclusion and Future Directions

The paper can be formatted in any acceptable citation style (MLA, APA, and Chicago). Upon submission, at least three expert editors will review the submission and will provide revisions upon selection for publication.

Deadline : May 1, 2024 (based on last year’s deadline)

6. International Journal of High School Research

International Journal of High School Research is an open-source and peer-reviewed journal that was started in 2019. IJHSR is open to receiving work in all areas of science and surrounding disciplines, including behavioral and social sciences, technology, engineering, and math. International Journal of High School Research primarily focuses on publishing articles containing new experimental data. It also requires “literature reviews”, which are a survey of previously published research, as well as sections where you are expected to draw new conclusions from your research, or discuss what you plan to publish next. The publication notes that the process for literature reviews is extremely selective, as they only publish 2 – 3 articles per issue (6 issues per year).

Submission Guideline: Students can publish articles in either the research or review sections. Research articles should include a discussion and presentation of original research, as well as new experimental data.

Review articles go through an extremely selective process because there is a limitation of 2-3 review articles published per issue. The purpose of the literature review is to provide a summation and evaluation of previous data published by researchers that has influenced your topic. There is no page limit for submissions.

All papers should be submitted in Arial font:

• Body/Paragraph Text: 10pt font
• Sub Headers: 12pt font, italicized, bold
• Section Headers: 14 pt font, bold
• Paper Title: 16pt font, bold

Fee : Upon acceptance for publication, students will pay $200. A copy of the printed journal will be mailed to the author. If for any reason students can’t pay the fee, they can contact [email protected] for support.

Evaluation Progress: Upon submission, the Editor in Chief will check for format, styling, and citations, and may send it back to the author for corrections. Next, they will review the paper for publication with two or more outside reviewers that have expertise in the respective field. After review, the paper will either be accepted or rejected. Upon acceptance, payment will be requested. Once paid, the paper is sent to copy editors and then sent for production. The whole process may take 2-4 months.

Deadline: IJHSR accepts submissions on a rolling basis.

7. The Schola

Introduction : The Schola is a quarterly journal of humanities and social sciences written by high school students worldwide, and is the only international academic journal for students. It is an online journal with a subscription fee of $120 per year.

Submission Guideline: The essay must be 4,000 words long, written in English, and have the student as the sole author. The essay topic can be in philosophy, history, art history, economics, political theory, comparative government, public policy, international relations, or sociology. The whole review process can take up to 7 months to be published (meaning that once students submit their essay, they will be considered for the next three quarterly issues).

Eligibility : The Schola accepts submissions from high school students around the world.

Deadline : Essays are accepted year-round.

8. Journal of High School Science

Focused on science research by students. 

Journal of High School Science (JHSS) is a quarterly journal published in March, June, September, and December. JHSS is a STEM-focused journal that publishes research related to biology, chemistry, physics, engineering, technology, and/or an amalgamation of these disciplines. The editorial board is composed of various experts in the field of science across the United States.

Submission Guidelines: Authors can submit either a Review Article or an Original Research Article, and submissions are accepted at any time.

9. Critical Debates in Humanities, Science, and Global Justice

Hosted by Adelphi University, The Critical Debates in Humanities, Science, and Global Justice Journal invites young scholars in high school to submit original scholarly work and opinion perspectives for this peer-reviewed journal on critical debates that face society.

Submission Deadline: June 1, 2024

Article Types: AP Research, IB Research, Honors Research, Research Projects, Review Articles of Research/Ideas and Innovation, Perspectives, Opinions, Book Reviews, Blog entries (1000 words), and Creative work /Activist projects

Aralia Students Are 4x More Likely to Publish a Research Paper

10. young scientist journal.

Founded at The King’s School in 2006, the Young Scientist Journal is the  largest and oldest journal of its kind. The journal encourages young scholars to conduct original research and be published in a peer-reviewed journal. 

Types of article:

• Original Research: Scientific investigation which has never been done before
• Review Articles: A summary and your take on the research done, drawing from previously published articles and papers.
• Blog or Magazine Article: An opinion piece or news story, sharing your view on a scientific topic. It can include interviews and profiles.

Eligibility : 12-20 year olds

Topics : STEM (Science, Technology, Engineering and Mathematics) and related topics.

11. National High School Journal of Science

National High School Journal of Science, or NHSJS, is a free, online, student-run, and peer-reviewed research journal for high school students, run by students. Students can submit original research and short articles in the form of reports, policy, media, technical comments, and letters. Students can submit essays related to any STEM topics including, but not limited to, Biology, Chemistry, Physics, Environment, Policy, etc.

Deadline: Rolling Admission

Website : https://nhsjs.com/

12. The Journal of Research High School (JRHS)

The Journal of Research High School (JRHS) is an open-access online research journal for high school researchers. Accepted research topics include Engineering, Humanities, Natural Sciences, Mathematics and Social Sciences, among other fields of study. The editors are volunteers with backgrounds as professional scientists, researchers, teachers, and professors in various disciplines. Approximately 30% of submitted papers have been published.

Deadline : Rolling admissions and the general timeline is approximately 3-6 months.

Website : https://www.journalresearchhs.org/

13. STEM Fellowship Journal

Sponsored by Canadian Science Publishing (CSP), STEM Fellowship Journal is an open-access and peer-reviewed journal in STEM research for high school and university students. This journal accepts the following types of manuscripts: Original Investigations, Review Articles, Viewpoint Articles, and Conference Proceedings. 

Fee : $400 CAD

Deadline : Rolling admissions and the general timeline is approximately 2-5 months.

Website : https://ojs.library.ubc.ca/index.php/sfj/about/submissions

14. Stanford Intersect

Ran by undergraduates at Stanford University and supported by the Stanford STS Program (Program in Science, Technology & Society), Stanford Intersect is an international research journal. The journal publishes research and scholarship on the social factors that are shaped by science and technology. Intersect tries to publish three times during each academic year, at the end of Autumn, Winter, and Spring quarters.

Deadline : Rolling admissions

Website : https://ojs.stanford.edu/ojs/index.php/intersect

15. Open Journal of Business and Management

Open Journal of Business and Management is an international journal dedicated to showcasing business and management research. The journal aims to provide a platform for scientists and scholars worldwide to promote, share, and discuss various new issues and developments in different fields of business and management.

Fee : $299 and up

Website : https://www.scirp.org/journal/journalarticles?journalid=2447

16. Curieux Academic Journal

Curieux Academic Journals is a youth-led nonprofit founded in 2017 to publish research by high school and middle school students. They are based in California, but have editors from all across the country. They publish issue once per month, and authors are expected to hear back within 2 to 5 weeks. 

Website : https://www.curieuxacademicjournal.com/

17. The Whitman Journal of Psychology

The Walt Whitman Journal of Psychology is a student-led publication designed to publish research and literature reviews conducted by high school students. Students can submit print/online journals or podcasts for submission. Requirements can be viewed here . 

WWJOP is an excellent choice for psychology students, as it is one of the few journals that offers a subject major at the high school level.

Website : https://www.wwjop.org/

High school research journals offer students an opportunity to explore their interests, build important research skills, practice formal research presentations, and demonstrate their knowledge. From niche topics to more general science-related fields, there are a variety of reliable resources that provide quality content and platforms to showcase student work. For ambitious learners looking to push themselves and develop their academic careers, these research journals can serve as the perfect medium.

Spend the summer researching with Aralia College Accelerator Program

Aralia College Accelerator Program offers a diverse range of research classes designed to nurture profound interests and showcase students’ potential for future success to admission officers. Our research classes are tailored to various interests, including Business, History, Language & Literature, Mathematics, Reading and Writing, Social Science, Speaking, and Visual Arts. Our teachers will guide students in preparing a college-ready research paper for college applications and writing portfolios. 

Historical Research and Writing

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AP Research

• College Application , Extracurricular Activities

Aralia Education is an innovative online education platform for ambitious middle and high school students worldwide. Aralia’s instructors propel students forward by helping them build a strong foundation in traditional academic courses. They also actively engage and guide students in exploring personal interests beyond their school curriculum. With this holistic approach, Aralia ensures its students are well-prepared for college and equipped for success in their future careers.

• College Accelerator Program
• Comprehensive Introduction to High School
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Give us a call: +1 (603) 932 7897

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The Columbia Junior Science Journal

A journal for budding scientists.

Supported bY the Columbia Undergraduate science journal (CUSJ)

Announcements.

The submission portal for the 2024-2025 volume of CJSJ IS OPEN.

The 2023-2024 volume of CJSJ has been published and is available on our website.

Mailing List

Join our mailing list for all CJSJ updates by completing this form .

2024-2025 Tentative Timeline

Below we have provided a timeline for your planning purposes. Please note it is very tentative but will be updated frequently, so check back often. Additionally, sign up for our mailing list above for immediate notifications of timeline changes. We appreciate if you refrain from emailing us timeline questions before thoroughly checking this page.

Student Submissions Open — July 8, 2024

Student Submissions Due — September 30, 2024

Semifinalists Announced — November 10, 2024

Finalists Announced — December 10, 2024

2024-2025 Volume Publication Goes Live — March 26, 2025

Awards Ceremony — March 29, 2025 (location TBD)

Research Fair — date and location TBD

The Columbia Junior Science Journal (CJSJ) is a high school research journal seeking original research papers and review articles. We provide high school students with a platform to publish manuscripts in the fields of natural sciences, physical sciences, engineering, and social sciences. Selected CJSJ authors demonstrate the ability to communicate research projects to the general public and scientific community. CJSJ promotes the development of young researchers versed in technical and communication skills, which are facets encoded into the DNA of Columbia University.

CJSJ began as a spin-off journal of the Columbia Undergraduate Science Journal (CUSJ), an open-access, professional-level science journal that is committed to publishing manuscripts of the highest scholarship stemming from significant scientific research and outstanding scientific analysis. Papers published in CUSJ undergo a peer review process by the journal’s editorial review board. Established in 2005, CUSJ publishes its journal annually, resulting in 17 volumes as of Spring 2024. In Fall 2015, CUSJ leadership elected to bring a similar opportunity to high school students by establishing CJSJ. CJSJ has published 9 volumes as of Spring 2024. CJSJ continues to set the bar higher with each volume. This growth is driven by research of the highest quality from our authors and the dedication of our editorial board.

NSHSS Student Research Journal

Each year, NSHSS and its partners award more than $2.5 million in scholarships and educator grants. One of the many scholarship opportunities we offer to students is the “NSHSS Research and Academic Paper Scholarship.” This scholarship, which has over 1,200 submissions each year, recognizes the top students who have written academic papers, such as a research paper, an original essay, or an analytical paper.

These young scholars represent the future of research and analysis, conducting investigations into topics that impact humanity and our societies at large. NSHSS seeks to further recognize and acknowledge the incredible work that our young members are doing. These academics have the potential to be our future Nobel Laureates and are part of a worldwide network of high-achieving scholars equipped to lead impact-driven initiatives for the next generation in their schools, workplaces, and communities.

It is our great honor to introduce you to The NSHSS Student Research Journal and the extraordinary students who created its contents.

Read our Student Research Journal

Featured Student Researchers

"I am a Providence College in Rhode Island freshman and moved into school early as part of the women's soccer team. I plan on pursuing a degree in biology and potentially a minor in Spanish before attending medical school post-graduation."

"I have lived in Texas my whole life. I just graduated high school and am heading off to Syracuse University this fall as an honors student to study Mechanical Engineering. Though the options are endless, I want to work towards a job in an international Aeronautics company or the military. Besides, I have heard it said that there is a possibility between what is known and what has yet to be tried. I look forward to the possibilities that my future has to offer!"

"Brent Edington is a recent graduate of Frederick Douglass High School in Lexington, KY. As a senior, Brent conducted research on the effects of COVID-19 on the education curriculum. He plans to attend the University of Leeds in Leeds, England, majoring in Computer Science."

"Meghan is a recent graduate of Ardrey Kell High School in Charlotte, North Carolina. Her peers have described her as bubbly, passionate, and caring. Meghan treats everyone with respect and kindness; she is not afraid to help others in need. Through hardships experienced in her high school career, Meghan has maintained and improved on her grades and involvement within the Charlotte community."

"I will be attending the University of Alabama at Birmingham in the fall. I'll be majoring in neuroscience on a pre-medicine track. In my spare time, I like going out with my friends and trying new types of food."

"I am currently a freshman in college. I’m pursuing a BFA in studio art with a focus on Video Production, and I will hopefully get my MFA later on. This scholarship allowed me to get books and other resources needed for school, thank you NSHSS!"

"I am a recent high school graduate from Gainesville, Virginia. I am currently enrolled in the Liberal Studies Program at New York University and expect to attain a degree in Economics. Should everything go according to plan, I hope to graduate in three years and set myself up for entry into Business School as soon as possible."

"Aayush Goud is an incoming freshman at the University of Wisconsin - Madison primarily pursuing a B.S. in Neurobiology on the pre-medical track. He is originally from Minnesota and enjoys playing basketball, badminton, and chess in his free time. He plans to continue his research and academic endeavors in years to come."

"A 2022 graduate of Haverford High School, Zachary Graaf is continuing his academic career at the Elliott School of International Affairs at George Washington University, majoring in International Affairs. Zachary is also a recently published author of a historical narrative on local history."

Junior Editor Position

The journal of research high school (jrhs) is an open-access online research journal that aims at publishing academic work prepared exclusively by high school researchers. jrhs seeks to offer a representation of the future scientific community mainly for high school students. it is important to note that the platform offers students the necessary opportunity to display their research and writing experience in quality journals and articles. moreover, it also seeks the engagement of high school students in disseminating research papers under the guidance of research advisors.   the jrhs helps learners given that it serves as a stepping-stone for high school authors to be future experienced researchers with improved research skills in the early stage of their academic life. besides, the organization creates a platform that offers an interactive session where students can get the opportunity of interacting with other peers while at the same time get the chance to access their academic works.   jrhs takes the opportunity to invite original research and meaningful literature reviews in various fields of studies such as in the engineering, humanities, and natural science, mathematics, and social science disciplines for the consideration of publication among other fields of studies.   the management of the jrhs is fully under volunteered professional scientists, researchers, teachers, and professors who in one way on the other can realize the lack of access to the research resources and publication channel. there is no submission deadline for the publication; therefore, students can submit the prepared manuscript without time restriction.   we encourage and welcome all the interested applicants and any other students who are willing to join us to do so as soon as possible given that the platform seeks to offer an equal opportunity for all the high school students..

Where to Publish a Research Paper In High School: 18 Journals and Conferences to Consider

By Alex Yang

Graduate student at Southern Methodist University

9 minute read

So you've been working super hard writing a research paper , and you’ve finally finished. Congrats! It’s a very impressive accolade already, but you might still be wondering how to publish a research paper for students. As we’ve talked about before in our Polygence blog, “ Showcasing your work and sharing it with the world is the intellectual version of ‘pics or it didn’t happen.’ ” Of course, there are lot of different ways to showcase your work , from creating a YouTube video to making a podcast. But one of the most popular ways to showcase your research is to publish your research. Publishing your research can take the great work you’ve already done and add credibility to it, and will make a stronger impression than unpublished research. Further, the process of having your work reviewed by advanced degree researchers can be a valuable experience in itself. You can receive feedback from experts and learn how to improve upon the work you’ve already done.

Before we dive into the various reputable journals and conferences to publish your work, let’s distinguish between the various academic publishing options that you have as a high school student, as there are some nuances. Quick disclaimer: this article focuses on journals and conferences as ways to showcase your work. There are also competitions where you can submit your work, and we have written guides on competing in premier competitions like Regeneron STS and competing in Regeneron ISEF .

Publishing Options for High School Students

Peer-reviewed journals.

This is rather self-explanatory, but these journals go through the peer review process, where author(s) submit their work to the journal, and the journal's editors send the work to a group of independent experts (typically grad students or other scientists with advanced degrees) in the same field or discipline. These experts are peer reviewers, who evaluate the work based on a set of predetermined criteria, including the quality of the research, the validity of the methodology, the accuracy of the data, and the originality of the findings. The peer reviewers may suggest revisions or leave comments, but ultimately the editors will decide which suggestions to give to the student. 

Once you’ve received suggestions, you have the opportunity to make revisions before submitting your final product back to the journal. The editor then decides whether or not your work is published.

Non-Peer-Reviewed Journals

These are just journals that do not undergo a review process. In general, peer-reviewed journals may be seen as more credible and prestigious. However, non-peer-reviewed journals may make it easier and faster to publish your work, which can be helpful if you are pressed for time and applying to colleges soon .

Pre Print Archives

Preprint archives or servers are online repositories where student researchers can upload and share their research papers without undergoing any review process. Preprints allow students to share their findings quickly and get feedback from the scientific community, which can help improve the research while you’re waiting to hear back from journals, which typically have longer timelines and can take up to several months to publish research. Sharing your work in a preprint archive does not prohibit you from, or interfere with submitting the same work to a journal afterwards.

Research Conferences

Prefer to present your research in a presentation or verbal format? Conferences can be a great way to “publish” your research, showcase your public speaking skills, speak directly to your audience, and network with other researchers in your field. 

Student-led Journals vs Graduate Student / Professor-led Journals 

Some student-led journals may have peer-review, but the actual people peer-reviewing your work may be high school students. Other journals will have graduate students, PhD students, or even faculty reviewing your work. As you can imagine, there are tradeoffs to either option. With an advanced degree student reviewing your work, you can likely expect better and more accurate feedback. Plus, it’s cool to have an expert look over your work! However, this may also mean that the journal is more selective, whereas student-led journals may be easier to publish in. Nonetheless, getting feedback from anyone who’s knowledgeable can be a great way to polish your research and writing.

Strategy for Submitting to Multiple Journals

Ultimately, your paper can only be published in one peer-reviewed journal. Submitting the same paper to multiple peer-reviewed journals at the same time is not allowed, and doing so may impact its publication at any peer-reviewed journal. If your work is not accepted at one journal, however, then you are free to submit that work to your next choice and so on. Therefore, it is best to submit to journals with a strategy in mind. Consider: what journal do I ideally want to be published in? What are some back-ups if I don’t get published in my ideal journal? Preprints, like arXiv and the Research Archive of Rising Scholars, are possible places to submit your work in advance of seeking peer-reviewed publication. These are places to “stake your claim” in a research area and get feedback from the community prior to submitting your paper to its final home in a peer-reviewed journal. You can submit your work to a preprint prior to submitting at a peer-reviewed journal. However, bioRxiv, a reputable preprint server, recommends on their website that a preprint only be posted on one server, so that’s something to keep in mind as well.

Citation and Paper Formats

All of the journals listed below have specific ways that they’d like you to cite your sources, varying from styles like MLA to APA, and it’s important that you double-check the journal’s requirements for citations, titling your paper, writing your abstract, etc. Most journal websites have very detailed guides for how they want you to format your paper, so follow those closely to avoid having to wait to hear back and then resubmit your paper. If you’re looking for more guidance on citations and bibliographies check out our blog post!

18 Journals and Conferences to Publish Your Research as a High Schooler

Now that we’ve distinguished the differences between certain journals and conferences, let’s jump into some of our favorite ones. We’ve divided up our selections based on prestige and reliability, and we’ve made these selections using our experience with helping Polygence students showcase their research .

Most Prestigious Journals

Concord review.

Cost: $70 to Submit and $200 Publication Cost (if accepted)

Deadline: Fixed Deadlines in Feb 1 (Summer Issue), May 1 (Fall), August 1 (Winter), and November 1 (Spring)

Subject area: History / Social Sciences

Type of research: All types of academic articles

The Concord Review is a quarterly journal that publishes exceptional essays written by high school students on historical topics. The journal has been around since 1987 and has a great reputation, with many student winners going to great universities. Further, if your paper is published, your essays will be sent to subscribers and teachers all around the world, which is an incredible achievement.

Papers submitted tend to be around 8,000 words, so there is definitely a lot of writing involved, and the Concord Review themselves say that they are very selective, publishing only about 5% of the essays they receive.

We’ve posted our complete guide on publishing in the Concord Review here.

Journal of Emerging Investigators (JEI)

Deadline: Rolling

Subject area: STEM 

Type of research: Original hypothesis-driven scientific research

JEI is an open-access publication that features scientific research papers written by middle and high school students in the fields of biological and physical sciences. The journal includes a comprehensive peer-review process, where graduate students and other professional scientists with advanced degrees will review the manuscripts and provide suggestions to improve both the project and manuscript itself. You can expect to receive feedback in 6-8 weeks.

This should be the go-to option for students that are doing hypothesis-driven, original research or research that involves original analyses of existing data (meta-analysis, analyzing publicly available datasets, etc.). This is not an appropriate fit for students writing literature reviews. Finally, a mentor or parent must submit on behalf of the student.

We’ve had many Polygence students successfully submit to JEI. Check out Hana’s research on invasive species and their effects in drought times.

STEM Fellowship Journal (SFJ)

Cost: $400 publication fee

Subject area: All Scientific Disciplines

Type of research: Conference Proceedings, Review Articles, Viewpoint Articles, Original Research

SFJ is a peer-reviewed journal published by Canadian Science Publishing that serves as a platform for scholarly research conducted by high school and university students in the STEM fields. Peer review is conducted by undergraduate, graduate student, and professional reviewers.

Depending on the kind of research article you choose to submit, SFJ provides very specific guidelines on what to include and word limits.

Other Great Journal Options

National high school journal of science (nhsjs).

Cost: $250 for publication 

Deadline: Rolling 

Subject area: All science disciplines 

Type of research: Original research, literature review

NHSJS is a journal peer reviewed by high schoolers from around the world, with an advisory board of adult academics. Topics are STEM related, and submission types can vary from original research papers to shorter articles.

Curieux Academic Journal

Cost: $185-215

Subject area: Engineering, Humanities, and Natural Science, Mathematics, and Social Science

Type of research: Including but not limited to research papers, review articles, and humanity/social science pieces.

Curieux Academic Journal is a non-profit run by students and was founded in 2017 to publish outstanding research by high school and middle school students. Curieux publishes one issue per month (twelve per year), so there are many opportunities to get your research published. 

The Young Scientists Journal 

Deadline: December

Subject area: Sciences

Type of research: Original research, literature review, blog post

The Young Scientists Journal , while a popular option for students previously, has paused submissions to process a backlog. The journal is an international peer-reviewed journal run by students, and creates print issues twice a year. 

The journal has also been around for a decade and has a clear track record of producing alumni who go on to work in STEM.

Here’s an example of research submitted by Polygence student Ryan to the journal.

Journal of Research High School (JRHS)

Subject area: Any academic subject including the sciences and humanities

Type of research: Original research and significant literature reviews.

JRHS is an online research journal edited by volunteer professional scientists, researchers, teachers, and professors. JRHS accepts original research and significant literature reviews in Engineering, Humanities, Natural Science, Math, and Social Sciences.

From our experience working with our students to help publish their research, this journal is currently operating with a 15-20 week turnaround time for review. This is a bit on the longer side, so be mindful of this turnaround time if you’re looking to get your work published soon.

Youth Medical Journal

Deadline: March (currently closed)

Subject area: Medical or scientific topics

Type of research: Original research, review article, blog post, magazine article

The Youth Medical Journal is an international, student-run team of 40 students looking to share medical research.

We’ve found that this journal is a good entry point for students new to research papers, but when submissions are busy, in the past they have paused submissions. 

Journal of High School Science (JHSS)

Subject area: All topics

Type of research: Original research, literature review, technical notes, opinion pieces

This peer-reviewed STEAM journal publishes quarterly, with advanced degree doctors who sit on the journal’s editorial board. In addition to typical STEM subjects, the journal also accepts manuscripts related to music and theater, which is explicitly stated on their website.

Due to the current large volume of submissions, the review process takes a minimum of 4 weeks from the time of submission.

Whitman Journal of Psychology

Subject area: Psychology

Type of research: Original research, podcasts

The WWJOP is a publication run entirely by students, where research and literature reviews in the field of psychology are recognized. The journal is run out of a high school with a teacher supervisor and student staff.

The WWJOP uniquely also accepts podcast submissions, so if that’s your preferred format for showcasing your work, then this could be the journal for you!

Cost: $180 submission fee

Subject area: Humanities

Type of research: Essay submission

The Schola is a peer-reviewed quarterly journal that showcases essays on various humanities and social sciences topics authored by high school students worldwide. They feature a diverse range of subjects such as philosophy, history, art history, English, economics, public policy, and sociology.

Editors at Schola are academics who teach and do research in the humanities and social sciences

Critical Debates in Humanities, Science and Global Justice

Cost: $10 author fee

Subject area: Ethics and frontiers of science, Biology and ecosystems, Technology and Innovation, Medical research and disease, Peace and civil society, Global citizenship, identity and democracy, Structural violence and society, Psychology, Education, AI, Sociology, Computer Science, Neuroscience, Cultural politics, Politics and Justice, Computer science and math as related to policy, Public policy, Human rights, Language, Identity and Culture, Art and activism

Critical Debates is an international academic journal for critical discourse in humanities, science and contemporary global issues for emerging young scholars

International Youth Neuroscience Association Journal

Subject area: Neuroscience

Type of research: Research papers

Although this student peer-reviewed journal is not currently accepting submissions, we’ve had students recently publish here. 

Here’s an example of Nevenka’s research that was published in the November 2022 issue of the journal.

Preprint Archives to Share Your Work In

Subject area: STEM, Quantitative Finance, Economics

arXiv is an open access archive supported by Cornell University, where more than 2 million scholarly articles in a wide variety of topics have been compiled. arXiv articles are not peer-reviewed, so you will not receive any feedback on your work from experts. However, your article does go through a moderation process where your work is classified into a topic area and checked for scholarly value. This process is rather quick however and according to arXiv you can expect your article to be available on the website in about 6 hours. 

Although there’s no peer review process, that means the submission standards are not as rigorous and you can get your article posted very quickly, so submitting to arXiv or other preprint archives can be something you do before trying to get published in a journal.

One slight inconvenience of submitting to arXiv is that you must be endorsed by a current arXiv author, which can typically be a mentor or teacher or professor that you have. Here’s an example of a Polygence student submitting their work to arXiv, with Albert’s research on Hamiltonian Cycles.

Subject area: Biology

Type of research: Original research

bioRxiv is a preprint server for biology research, where again the research is not peer-reviewed but undergoes a check to make sure that the material is relevant and appropriate.

bioRxiv has a bit of a longer posting time, taking around 48 hours, but that’s still very quick. bioRxiv also allows for you to submit revised versions of your research if you decide to make changes.

Research Archive of Rising Scholars (RARS)

Subject area: STEM and Humanities

Type of research: Original research, review articles, poems, short stories, scripts

Research Archive of Rising Scholars is Polygence’s own preprint server! We were inspired by arXiv so we created a repository for articles and other creative submissions in STEM and the Humanities.

We launched RARS in 2022 and we’re excited to offer a space for budding scholars as they look to publish their work in journals. Compared to other preprint archives, RARS also accepts a wider range of submission types, including poems, short stories, and scripts.

Conferences to Participate In

Symposium of rising scholars.

Deadline: Twice a year - February and July

Polygence’s very own Symposium of Rising Scholars is a bi-annual academic conference where students present and share their research with their peers and experts. The Symposium also includes a College Admissions Panel and Keynote Speech. In our 8th edition of the Symposium this past March, we had 60 students presenting live, approximately 70 students presenting asynchronously, and over 100 audience members. The keynote speaker was Chang-rae Lee, award-winning novelist and professor at Stanford University.

We’re looking to have our 9th Symposium in Fall of 2023, and you can express your interest now. If you’re interested to see what our Polygence scholars have presented in the past for the Symposium, you can check out their scholar pages here.

Junior Science and Humanities Symposium (JSHS)

Deadline: Typically in November, so for 2024’s competition look to submit in Fall 2023

Subject area: STEM topics

JSHS is a Department of Defense sponsored program and competition that consists of first submitting a written report of your research. If your submission is selected, you’ll be able to participate in the regional symposium, where you can present in oral format or poster format. A select group from the regional symposium will then qualify for the national symposium.

One of the great things about JSHS compared to the journals mentioned above is that you’re allowed to work in teams and you don’t have to be a solo author. This can make the experience more fun for you and your teammates, and allow you to combine your strengths for your submission.

For young writers undertaking a high school research project and understanding how to publish a research paper for students is crucial. Knowing how to identify the right research question and understanding where to publish your research paper are key steps in this journey.

Related Content:

Top 8 Business Journals to Publish Your Research

Why Teens Should Attend the National Student Leadership Conference (NSLC)

How to Brainstorm Your Way to Perfect Research Topic Ideas

Top 20 Most Competitive Summer Programs for High School Students

Research Opportunities for High School Students

Want to start a project of your own?

Click below to get matched with one of our expert mentors who can help take your project off the ground!

The Journal of Emerging Investigators is a science journal and mentorship program publishing research by middle and high school scientists

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Latest Research

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Shin et al. | Aug 23, 2024

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Lee et al. | Aug 07, 2024

What is JEI?

Featured scientists.

Twelve projects at the Terra North New Jersey STEM Fair received special recognition with the JEI Featured Young Scientist Award. Read about one of the young scientists, Neel, below.

View All Featured Scientist Articles

Want More JEI?

Latest Issue

View Our Latest Issue

Or View Older Monthly Issues

About the Journal

Journal of Student Research (JSR) is an Academic, Multidisciplinary, and Faculty-reviewed Journal (Houston, Texas) devoted to the Rapid Dissemination of Current Research Published by High School Edition , Undergraduate and Graduate students.

Articles Indexed in Scholarly Databases

The journal seeks articles that are novel, integrative, and accessible to a broad audience, including an array of disciplines. The content of the journal ranges from Applied research to Theoretical research. In general, papers on all topics are welcome to submit. The journal uses an automated process from manuscript submission to publication. Manuscript submission, peer review, and publication are all handled online, and the journal automates all clerical steps during peer review.

Trusted By Student Authors Globally

Focus and Scope

Students strive to be successful at publications, and with JSR, authors aspiring to publish will receive scholarly feedback after the reviews of their submissions are received. This feedback will help authors identify areas of improvement to their submission and help them better understand the process to be successful at publication. Once published, we strive to provide a global platform for our authors to showcase their work.

Faculty-Refereed Review Process

This journal uses a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa, throughout the review process. Authors need to ensure that their manuscripts do not give away their identity to facilitate this. To find out more about the review process, please visit the  Author Guidelines  page. We invite teachers and faculty interested in reviewing articles for this journal; please visit our  Reviewers  page for more information.

Open Access Policy

This journal provides access to its published content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Learn more about  Open Access .

Authors Retain Copyright

Articles published in this journal are under a  Creative Commons License , and the authors retain the copyright to their work.

Announcements

Call for papers: volume 13 issue 4.

If you are an undergraduate or graduate student at a college or university aspiring to publish, we are accepting submissions. Submit Your Article Now!

Deadline: 11:59 p.m. August 31, 2024

Welcome to Indigo Research , formerly known as Crimson Research Institute (CRI)! You’ve been redirected here from our old website, but don’t worry, we’re still the same team committed to providing our students with the highest quality research experience.

Explore research innovate publish with indigo.

Indigo Research students supported since 2019

Indigo alumni acceptance rate to the Ivy Leagues, 2.91x higher than the global average

Academic journals that have published our students’ work

Mentors from the world's leading universities

Indigo Research is the premier provider of academic research mentorship for students in high school and college

Why research.

To get into a great college you have to build a 3 dimensional profile

How indigo research supports students, turn passion into publication, cultivate intellectual curiosity outside class, transform your university applications, forge connections with elite academics, earn college credit from ucsb, indigo alumni admission rates.

Why students and parents choose Indigo

First, research with us. Then, get admitted to top schools.

Want to add your top schools to our list.

Hear from our students

“Working with a professor gave me more freedom and independence in decision making and where I wanted to take the project. The expertise also meant that I could always have ideas reviewed and concepts clarified. My experience with Indigo Research has been truly unique and insightful and has allowed me to push my own interests beyond my original boundaries”

“This program allowed me to acquire knowledge in the field of organizing research work, to understand how the task is formulated and the experiment is conducted. Doing research opens up a new vision of many subjects. For me this is the story of the development of my passion for Computer Science, as well as the discovery of a new interest in mathematics”

“This course has given me the opportunities to improve my skills, to connect with experienced mentors, and has taught me how to better manage my time. I'd recommend this program to future students because it gave me valuable experience for the future. I plan to go into neurosurgery, so taking this course gave me a detailed look at what I'd be dealing with”

“Research is a journey of learning and discovering, and you should definitely maximize the experience by picking an interesting and challenging topic. Don’t pick a topic that is too complicated though. Know your limits, and don’t make yourself feel pressured. Most importantly, be sure to enjoy the experience!”

“Working with my mentor and with Indigo Research has deepened my understanding of the publishing process and of conducting research. I've gained invaluable insight into academic medicine”

“It’s been great working with my Indigo Research Mentor! I have been able to learn from his experience with research projects, learn about a new field of research, and incorporate some tips my mentor has figured out along the way in his PhD in my research project”

How Indigo works

When to start

Develop extracurriculars and research skills to prepare young minds for college and beyond.

Strengthen college applications though a unique research project and develop professional skills along the way.

Lay the foundation for thesis work, publish your findings, and expand your CV through research and professional support.

Meet a few Indigo mentors

Our mentors.

Research interests: Organic Chemistry, Biochemistry, Catalysis, Carbon-Based Materials

Vladimir graduated from Moscow State University, Chemistry Department in 2017, during his Bachelor/Master. He has visited Utrecht University to study solid-state NMR and its application for protein research, Friedrich-Alexander University to work on synthesis of sp2-carbon-based materials, and Novartis to work on bioconjugates. In 2018, he moved to Friedrich-Alexander University to continue his studies on carbon materials as a PhD student. After his thesis defense in 2019, he began his Postdoc at Martin-Luther University to work on heterogeneous catalysis. In 2022, he joined Pentelute group at MIT, where he is currently working on peptide-protein interactions and drug development.

Research interests: Russian Language and Literature, Russian History, African Literature and History, Philosophy, Comparative Literature, European History

Professor Jeanne-Marie J. research spans Russian language and literature, Russian history, African literature and history, Philosophy, Comparative literature, and European history. Her first book, South African Literature's Russian Soul, is centrally concerned with how Russia's nineteenth-century "Golden Age" of literature and ideas provides a model for the study of South African realist forms and epistemologies, both during and after apartheid. Her second book, The African Novel of Ideas, tells a story of how the novel has negotiated between liberal selfhood and awareness of liberalism's failings across key African intellectual contexts.

Research interests: Machine Learning, Computer Systems, Bioinformatics

Dr. Eric S. has BS, MS, and PhD degrees from Cornell University. His research includes work in dynamical systems, machine learning, system theory, computer systems, communications systems and bioinformatics. He is an Associate Professor of Computer Science at Morgan State University, a public research university in Baltimore, Maryland. Dr. Eric S. also has a breadth of industry experience in the fields of pattern recognition, machine learning, speech recognition, signal processing and power systems. He has been a participating member of the IEEE, Sigma Xi, and Sigma Pi Sigma. Dr. Eric S. is currently working on machine learning techniques for financial data analysis and blockchain applications and is currently a member of the Morgan State University Fintech Center for Blockchain Technology.

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A guide for pursuing independent scientific research opportunities in high school.

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Charles Darwin, Albert Einstein, Benjamin Franklin and Nikola Tesla: these famous scientists are known for their innovation and intellectual curiosity. For students who also dream of becoming an innovator, nothing is stopping them from exploring research while they are still in high school through an independent research project (IRP). When conducted well and presented appropriately on a college application, the project can help a student stand out among the masses.

According to U.S. News and World Report , “High school students who have an impressive personal project they are working on independently often impress colleges, because their commitment to a successful solo endeavor conveys initiative, self-discipline and originality.” 

IRPs can showcase critical thinking, initiative, and research acumen. These projects can be used to distinguish the student from their peers, especially in STEM-related disciplines, which is often hard to accomplish.

Students can do an independent research project to stand out when applying to competitive schools.

Ways To Pursue An Independent Research Project

There are many different avenues where students can pursue an independent research project. For many, an easy way to get started is by accessing resources at their high school, either through a research-based class or independently with a teacher. 

Lindsey Conger , an independent college counselor at Moon Prep , frequently guides her students in reaching out to local professors to work with them on their current research projects. Recently, one of her students successfully partnered with a university professor to start a project on how jet lag affects intelligence and plans to finish a research paper by the end of the summer. The long-term goal is to get this paper published in a high school research journal. 

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Many students might prefer a more structured setting by attending a camp focused on research, while highly-motivated students can choose to pursue a project independently. No matter which pathway students choose, the end goal should be the same: getting published in a high school research journal and showcasing your work. 

Research Projects Through Your High School

One of the first avenues to consider is whether your high school already has a research program or a research-based curriculum that you can tap into to start a project. There’s a built-in advantage to this approach because the student can utilize school resources and mentorship from their instructors. Some high schools have research classes with an independent project component that can be submitted to local science fair competitions. Students who win their school’s science fair should always look to take their accomplishments to the next level and compete at the state or national fair. By always looking for ways to continually progress with their projects, students can demonstrate to colleges their motivation and skills. 

Other school pathways for conducting an IRP include AP Capstone . This program from the College Board consists of two Advanced Placement (AP) courses: AP Seminar and AP Research . Both courses guide students through a research project, writing an academic thesis paper, and making a public presentation.

AP Seminar, a year-long course, encourages students to explore real-world issues. By the end of this course, students will have completed both a team project and an independent paper and presentation.AP Research lets students explore any research topic or issue in which they are interested. After a year-long investigation, students will write a 4,000 - 5,000 word paper on the topic.

Work With A College Professor

Finding a mentor to work with you on a research project can help you gain access to resources, guide you through the data-gathering process, and help you form conclusions. 

One way to find a mentor is by reaching out to college professors who are researching or studying a similar topic that you are interested in pursuing. 

To get started, students can follow these steps: 

• Make a list of your future career interests.
• Start to document potential research topics related to your interests.
• Search current research studies, by professors and graduate students, on local colleges’ department faculty websites.
• Reach out to faculty members whose research interests you (a sample email is listed below as a guide).
• Include your activities resume to allow the faculty to get to know more about you and your interests.

Sample email: 

Dear Dr. Andrews,

My name is James Smith, and I am a current junior at Central High School. I aspire to major in microbiology while in college, and I am eager to further my knowledge in the field through hands-on research involving immunology. I have taken numerous challenging courses and received an ‘A’ in AP Biology, AP Chemistry, AP Calculus and AP Physics. As a Texas native, I have long been familiar with the research resources at the University of Texas, and I find your current research on tuberculosis especially intriguing. I would love the opportunity to learn more about your research. I would greatly appreciate the chance to discuss the potential opportunities for collaboration. Is it possible to schedule a brief call this week? 

Thank you for your time and consideration,

James Smith

Attend A Structured Research Program

Students might be hesitant to tackle an independent project because they are overwhelmed by the process. Choosing the right topic, finding resources, or securing a mentor can all be daunting tasks. Additionally, because students are juggling rigorous courses, extracurricular activities and preparing for standardized exams, gaining momentum can be a difficult hurdle. 

Therefore, STEM-focused research programs can be a more structured pathway to an independent research project. Students are mentored by an experienced instructor through a program and can sometimes even earn college credit. Students can then continue advancing their research after the course has ended or use their newfound skills as a springboard for other research projects. 

Rising Researchers is an online research-intensive class designed to provide students with an introduction to the principles of scientific research. Before the class begins, students are mailed a lab kit, including a microscope. While it is an online class, students won’t be sitting in front of a Zoom screen, statically learning. Through small group discussions and hands-on experiments at home, students delve into the microbial world while learning from a leading scientist from the University of Massachusetts Amherst. Many students completing the Rising Researchers program go on to have their independent research published in scientific journals. 

By completing interactive experiments, students will master the proper use of the scientific method to answer a research question, make observations and interpret results. Students can then leverage what they learn throughout the program to take their research to the next level through a passion project.

Sample Passion Project Ideas Include:

• Self-publish a book or guide on Kindle/Amazon
• Start a podcast
• Run an informational campaign on social media 
• Launch a YouTube channel
• File for a patent
• Publish a blog
• Hold a workshop or online course

Publish Your Work In A High School Research Journal

Once you have completed an independent research project, the final step is to get it published in a high school research journal. This can take months, as there is often a strict editing and approval process. Students should plan accordingly to ensure that the paper is published before they submit their college applications. 

However, students who are still in the process of compiling their research can find other ways to get involved in research journals. Some journals allow students to critique an article or write a blog post about current research. Writing a full research paper isn’t always necessary to showcase research skills. 

A Sampling Of High School Science Journals:

1) Journal of Emerging Investigators (JEI)

Founded by Harvard University graduate students, the Journal of Emerging Investigators (JEI) aims to help mentor the next generation of scientists. An advantage of this program is students can get feedback from university Ph.D. candidates and research experts on their topic. Their feedback can help students expand their research question or more accurately interpret results. 

Younger students are also welcome to apply—JEI will accept research from both middle and high school scientists.

2) Columbia Junior Science Journal 

The Columbia Junior Science Journal allows students to publish in topics within the natural sciences, physical sciences, engineering and social sciences fields. Students can submit one- to two-page original research papers or two- to five-page review articles. Because of the shorter length, it makes it more feasible for students to finish the research paper. 

Students don’t necessarily have to complete independent research; they can review a published article instead. The journals are published annually, with each paper undergoing a strict peer-review process. 

3) The National High School Journal of Science (NHSJS)

NHSJS is a free, online, student-run and peer-reviewed research journal that is targeted towards high school students. To be published in this journal, students don’t have to do independent research. They can also submit a review or short article, making NHSJS a good starting point for students interested in research.

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American Journal of Student Research

Publish with us, an open-access and peer-reviewed scientific journal for high schoolers and undergraduates., about the journal.

The American Journal of Student Research ( ISSN: 2996-2218 approved by U.S. Library of Congress) is an online, open-access and peer-reviewed journal for high schoolers and undergraduates. The journal publishes original research and review articles in multiple fields including biology, chemistry, mathematics, physics, computer science, engineering, business, politics and social sciences etc. The journal is one of the few that provides DOI numbers for all articles published by high school and undergraduate students. A DOI (Digital Object Identifier) ensures that each article is permanently archived and can be instantly located.

It is our mission to inspire and support the next generation of researchers in all fields by evaluating, guiding and publishing their works through this open-access journal. We maintain high standards for publication through PhD-level reviewers and experienced Advisory Board. Only manuscripts prepared according to template guidelines will be considered for review and the high-quality articles that pass the rigorous review will be accepted for publication.

Why Publish With Us?

The American Journal of student Research provides a valuable platform for students at both high school and undergraduate from around the world to publish their works, and our open-access journal benefits includes, but not limit:

• Accepted articles are on fast-track publishing.
• Each published article is assigned a DOI number, ensuring the most reliable way to instantly locate the article in permanent archives.
• Copyright of the articles are retained by the authors.
• Published articles are freely available online for everyone to access, read and download.
• The published articles have higher visibility on search engines and the major indexing services with the possibility of being highly cited.

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How to Publish Research as a High Schooler

Kevin krebs.

• Last Updated on July 4, 2024

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If you’re a high school student passionate about a particular subject, undertaking an academic research project is one of the best ways to explore your interests, build critical thinking skills, and showcase your academic abilities beyond the classroom. Getting your research published is an extra step that both validates your work and signals to colleges that you’re ready to take on more advanced projects. 

Publishing as a high schooler might seem daunting, but there are many publications dedicated to rewarding and showcasing outstanding work from young academic researchers. In this blog post, we’ll explore how to publish research as a high schooler and highlight 10 research journals that publish high school students.

What it Means to Publish Research as a High Schooler

Publishing your research means that you have gone through a rigorous, peer-reviewed process that has analyzed, critiqued, and accepted your research. Scientific publications are gatekeepers to the broader world. If a research piece is not published by a journal, it means that it has not yet passed a rigorous, external analysis of the research. 

Why Publish in High School?

Publishing your research offers several benefits, including:

Recognition and Validation

Having your work published means validation of your work from the academic community.

Skill Development

The publishing process sharpens key academic and professional skills like research, writing, and communication.

College Applications

A published paper can significantly enhance your college applications , setting you apart from other applicants.

Contribution to Knowledge

Your research could contribute valuable insights to your field of interest.

While publishing your research may be lengthy and time-intensive, the process can be simplified to four steps:

1. Select the right journal.

The first step is to research academic journals that accept submissions from high school students. Some journals have dedicated sections for work by high schoolers while others only publish research from contributors under the age of 18. When selecting a journal, pick one (or several) that align with your research topic and pay close attention to details like word requirements and special criteria.

2. Prepare your paper for submission.

Read your chosen journal’s submission guidelines and format your paper accordingly. This often requires organizing your research into sections and preparing an abstract and/or cover letter.

3. Submit your paper.

Most journals accept submissions online. Before submitting your research, double-check that all required materials are included, correctly formatted, free from errors, and uploaded according to that journal’s specific guidelines. 

4. Respond to feedback and revise.

Once your research is peer-reviewed, you should expect to receive feedback. The journal may ask questions, seek additional information, or request revisions to your paper. After making necessary revisions, resubmit your paper according to the instructions. 

10 Research Journals that Publish High School Students 

Below is a list of 10 research journals that publish high school research on a variety of academic subjects:

1. Open Journal of Business and Management (OJBM)

The OJBM is an international journal dedicated to the latest advancement in the study of business and management. The goal is to platform academics all over the world to promote, share, and discuss issues and developments related to business and management. While most of the contributions come from more experienced researchers, OJBM is one of the few journals to accept high school research projects in business and management.

Subjects: Economics and Business 

Estimated Acceptance Rate: 15-20% (for high schoolers) 

2. Columbia Junior Science Research Journal

The Columbia Junior Science Research Journal is a highly prestigious research journal for high school students interested in the natural sciences, physical sciences, engineering, and social sciences. CJSJ originated from the Columbia Undergraduate Science Journal and is run by the same editorial staff. It promotes the development of young researchers versed in technical and communication skills, facets encoded into the DNA of Columbia University.

Subjects: Natural Sciences, Physical Sciences, Social Sciences, and Engineering

Estimated Acceptance Rate: 3% 

3. The Young Researcher

The Young Researcher is a peer-reviewed journal edited by secondary school students working closely with scholars and active researchers at universities and in the community. The journal’s mission is to provide a larger audience for the original academic research of high schoolers, a forum for peer-review, and a community of young researchers. In addition, the journal strives to advance the quality of academic writing in secondary schools. 

Subjects: Social Sciences, Humanities, and Physical Sciences

Estimated Acceptance rate: 65%

4. The Schola

The Schola is a journal of humanities and social sciences essays contributed by high school students all over the world. They accept essays written on topics in philosophy, history, art history, literature, politics, public policy, and sociology. If your essay is selected, The Schola gives you the full academic publishing experience—presenting research findings to a publisher, receiving editorial feedback, and editing the manuscript. Each student has a personalized editorial experience through the process.

Subjects: Humanities 

Acceptance Rate: They do not disclose their acceptance rate, but it’s safe to say this is a rigorous and highly selective journal.

5. The Concord Review

The Concord Review is a quarterly journal publishing history essays and the most prestigious journal in the country for high school students. Its prestige comes from its high level of selectivity, quality of research, and long history of contributors going on to top universities. The quality of writing for the published papers is also very high, with the average length of papers published at 9000 words (the longest was 21,000!). Only eleven students are chosen worldwide for each issue.

Subject: History 

Estimated Acceptance Rate: < 5 %

6. Journal of Emerging Investigators (JEI)

The Journal of Emerging Investigators is a peer-reviewed journal for middle and high school students, focusing on the biological and physical sciences. Under the guidance of a teacher or advisor, JEI gives students the opportunity to gain feedback on original research and publish their work in a peer-reviewed journal. JEI accepts work that comes from classroom-based projects, science fair projects, or other forms of mentor-supervised research. While the JEI website heavily promotes STEM research, the journal also accepts research from other disciplines, as long as it is original and hypothesis-driven.

Subject area: STEM, but open non-STEM

Estimated acceptance rate: 70-75%

7. Young Scientist Journal

The Young Science Journal is a product of the Vanderbilt Center for Science Outreach, a group that works in the field of scientific and technological literacy through unique partnerships between Vanderbilt University scientists, K-12 educators and students, and the local and global science community. Open to students aged 12 to 20, this journal covers science, engineering, and mathematics, offering a platform for young researchers worldwide.

Subjects: STEM

Estimated Acceptance Rate: 10-15%

8. Walt Whitman Journal of Psychology (WWJOP)

The Walt Whitman Journal of Psychology is a nationally recognized psychology journal run by high-school students for high-school students. The WWJOP is published bi-annually and electronically and reaches hundreds of schools and psychology students around the world. It is one of the few journals at this level to offer a subject specialization in the field of psychology. 

Subject: Psychology 

Estimated acceptance rate: 20-30%

9. Journal of Research High School (JRHS)

The Journal of Research High School is an open-access online research journal that aims at publishing academic work prepared exclusively by high school researchers. It is managed by a team of volunteer professional scientists, researchers, teachers, and professors. JRHS serves as a stepping-stone for high school authors to become experienced researchers with improved skills in the early stage of their academic life. The organization also has a platform where students can interact with other peers while at the same time gaining access to their academic works.

Subject: Any academic subject including the Sciences and Humanities 

Estimated Acceptance Rate: 30%

10. Curieux Academic Journal

The Curieux Academic Journal is a youth-led nonprofit founded in 2017 to publish research by high school and middle school students. They currently operate in California but have editors from across the nation. They are open to submissions from any academic subject, including the sciences and humanities, and encourage all forms of academic writing including but not limited to research papers, review articles, and humanity/social science pieces. Curieux works well as a backup publication for students pursuing research in the social sciences and humanities since they publish twelve issues per year and have a relatively higher acceptance rate. 

Subjects: Engineering, Humanities, Natural Science, Mathematics, and Social Science 

Estimated Acceptance Rate: 60-70%

Publishing research as a high school student is more than an academic accomplishment; it’s a formative experience that lays the groundwork for future success. Publishing offers a platform to share your discoveries, build your skills, and contribute to your field of interest in a meaningful way. Students who undertake this challenge learn more about their chosen topic, but also about perseverance, critical feedback, and the satisfaction of contributing knowledge to the world. The path to publication is demanding, but by following this guide and exploring the many publications open to high school students, you’ll discover that the rewards are worth it.

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The Curieux Academic Journal is a youth-led nonprofit  founded in 2017 to publish exceptional research by high school and middle school students. We currently operate in California but have editors from across the nation. Submitting your paper to Curieux is a great way to get experience in the craft of academic writing, learn from our editors, and help your ideas blossom. We are open to  submissions from any academic subject including the sciences and humanities. We are dedicated to helping students nationwide reach their potential and dive deeper into research. Happy Writing!

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High school students donate school supplies to orphanages in Vietnam

A group of Las Vegas high school students banded together to raise funds to give thousands of dollars worth of school supplies to underserved kids in Vietnam.

The students from Clark High School started the club at the start of the last school year with the goal of making education more fair and equitable for everyone, said Robert Chondro, a program coordinator for the nonprofit.

Three students went to Vietnam during their summer break.

“We got to see some of the conditions that youth there lived in. They’re not as fortunate as we are right now,” Chondro said, talking about having the privilege of going to school with fully stocked supplies and learning in air-conditioned rooms. “We don’t have to worry about a lot of stuff.”

Hanna Hoang, a co-program coordinator for the nonprofit, visited the the city of Huế, where she visited three orphanages and donated $3,000 worth of school supplies.

Mai Lan Vu, another co-program coordinator, and Ryan Vu, the nonprofit’s fundraising coordinator, visited Ho Chi Minh City, where they donated $2,000 worth of supplies.

Both Hoang and Vu met up with Chondro in another city, Da Nang, where they visited four orphanages over the course of four days.

Each student bought supplies based on the orphanages’ needs. Many requested nontraditional supplies like secondhand phones, hygiene items, bedding and tissues.

Orphanages also requested textbooks in the second and third most popular languages in Vietnam – English and Korean.

Instead of bringing supplies bought in the U.S. over to Vietnam, they purchased as many supplies from Vietnam as they could, since the U.S. dollar “can go a long way” and buy more there, Chondro said.

Hoang said $3,000 filled up three semi-trucks worth of supplies.

In addition to donating internationally, the group also donates locally.

“In May, we donated $5,000 to the University Medical Center, which is a hospital here for children who couldn’t pay their insurance and pay for their bills. So, we want to continue doing that,” Chondro said.

The club started planning for next summer’s trip, with a club meeting on Tuesday.

Tristian Trinh, 15, is a new member of the club. He said the children that the nonprofit donated to last summer reminded him of his mother and the conditions she lived in during childhood before moving to the U.S.

“High school students often don’t know how to make a impact,” he said. But with this club, “I realized the impact they could have. When I heard the numbers (referring to the money donated), that could do a lot, especially in countries like Vietnam.”

“Last December, we did a gala and that was hugely successful. We raised over $20,000 that night thanks to, like, all the partners and people that came,” said Chondro.

In the future, the organization has plans to work with other high schools and expand the number of countries they assist.

“We wanted to expand to a new country every single year. So last year was Vietnam, and then this year, we want to focus on Vietnam and add another country, which would be Cambodia,” explained Chondro.

The nonprofit is also donating $4,500 to the Build a School Foundation , which would build a school in rural Cambodia.

English teacher Joyce Gorsuch, who advises the club, said, “Seeing what they’ve done and seeing the excitement of new members, I’m excited for this year.”

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If the transaction is successful, UNLV would use the funds to boost infrastructure, student financial aid and support programs.

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The preschool will house seven to nine classrooms for about 180 children, and will be built in east Henderson.

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Water is the focus of the Desert Research Institute’s new curriculum, to be developed alongside the Southern Nevada and Truckee Meadows water authorities.

Kevin Raiford has previously alleged that he was ousted from the program after he resisted a state senator’s efforts to get him to give federal money to unqualified companies.

Police have apprehended a suspect in their investigation of three reports of robberies targeting students near Clark County School District high schools.

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Arizona high school student found salvation in football losing mother to COVID-19

Erik Martinez-Pillado was at a crossroads three years after his mother died of complications from COVID-19.

He never knew his dad. His aunt from Mexico came to Arizona to care for him and his older brother. His aunt speaks little English. But his cousin, Darlene Lozano, said that Erik has come a long way since his mom died during his freshman year.

"He's doing good," she said. "He has a bunch of support from family and friends."

When he needed to lean on people, Martinez-Pillado, now a senior, found refuge in the St. John Paul II football program in Avondale. That came from players who were like brothers and coach John Padilla, who was like a father.

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"He has been through a lot in the last few years," Padilla said. "Mom brought him and his brother here to Phoenix for a better life and he lost his mom his freshman year to COVID.

"It’s a major accomplishment for somebody who has been through so much and lost so much so young. He always has a smile and works very hard."

Martinez-Pillado, 5-foot-8, 185 pounds, survived through football and friends, after his mom's death.

"I just felt sad," he said. "I just wanted to keep playing football."

It was during the spring of his freshman year when she died. Through his football career, wins have been scarce, but he's learned valuable lessons that he feels will carry him after high school when he enters the Marine Corps.

"He's gone through some challenges," Padilla said. "He's worked his way back, worked over the summer time with his schools."

Struggling at times in the last few years with academics, Martinez-Pillado has worked hard to catch up academically in order to play and graduate in May. St. John Paul II opens the season Friday night at Goodyear Trivium Prep, and he hopes to impact the team enough to turn around a 3-7 team from a year ago.

"They're a bunch of nice guys," Martinez-Pillado said about his teammates. "They've helped drive me to be a better player and person."

Padilla calls Martinez-Pallado a bullish fullback, who pushes defenders back. On defense, he's one of the hardest hitters and workers, always giving extra effort.

"He's an inspiration," Padilla said. "I've been coaching almost 40 years. This is why I do this. Yes, you want to football victories. Yes, you want championships.

"But when you see a young man go through the struggles he's gone through, he's going to join the Marine Corps. That's like winning the lottery, to have that affect on a young men's lives."

Richard Obert has been covering high school sports since the 1980s for The Arizona Republic. He also covers Grand Canyon University athletics and the Arizona Rattlers. To suggest human-interest story ideas and other news, reach Obert at [email protected]  or 602-316-8827. Follow him on X, formerly Twitter: @azc_obert

GeoGebra-supported learning and secondary school students' motivation for learning geometry

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Technology-based geometry instruction is a strategy for teaching geometry that can encourage students to associate real-life situations with geometrical concepts. Technology-assisted instruction is considered beneficial; however, its impact on motivation is up for debate. In light of this, a quasi-experimental, non-equivalent research design was conducted in Shambu Secondary -Schools, East Wollega Zone of Oromia Regional State, Ethiopia, to investigate GeoGebra-supported learning on students' motivations towards learning geometry. Three instructional approaches were used: the GeoGebra-supported convectional method (GSCM), the GeoGebra-supported collaborative method (GSCOM), and the conventional method (CM) established for this purpose. Three schools were purposefully selected and randomly sampled into one control group and two experimental groups. For ten weeks of learning, experimental group I was instructed in (GSCOM) (n = 42), and experimental groups II were instructed in (GSCM) (n = 42), while the control group was (n = 44). The components of the pre- and post-motivation Likert scale questionnaire, including intrinsic, extrinsic, task value, and self-efficacy, were used to collect data from 128 students . The data was analyzed by paired sample t-tests, Scheffe's postdoc test, and ANOVA. The study's findings indicated that there is a significant mean variation in the three groups' students' motivation for studying geometry. This indicates that secondary school students exposed to the GSCOM had better motivation than others exposed to the GSCM and CM toward learning geometry. Based on the results, it was recommended that secondary school mathematics teachers better use these potential approaches to improve their students’ motivation to learn geometry.

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Ethiopian Journal of Education and Sciences. All rights reserved.

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