Using Evidenced‐Based Design to Support Gang‐Impacted Students in an Urban Community College: Lessons From the Phoenix Scholars Program

ABSTRACT In this manuscript, we offer a brief understanding of the educational experiences of gang‐impacted students in K‐12 and postsecondary education. Using evidence‐based and interconnected support systems that account for the multifaceted needs of gang‐impacted students, such as basic needs, mental health, workforce development, technology, and other resources, we then focus on the necessary institutional and programmatic practices to design and support them to thrive and graduate from an urban community college.