As critical scholars of public education and mass incarceration, we witness in our daily work the soft coercive migration of youth of color, especially poor youth of color, out of sites of public education and into militarized and carceral corners of the public sphere. We watch as educators and youth try to negotiate conditions of systematic miseducation, criminalization, and the scientism of high‐stakes testing. And we observe how ideologies about merit, deservingness, and blame drip feed into the soul, tagging some bodies as worthy and others as damaged. We write this essay to make visible this critical geography of youth development and dispossession. Signaling how public dollars, ideologies, and opportunities map onto adolescent bodies and redistribute their dreams and aspirational capacities, we draw from multiple sources and disciplines to articulate the raced and classed capillaries and consequences of this new imperialism at home on U.S. soil. Specifically we use a wide range of data sources, disciplines, and research methods to demonstrate the deep penetration of youth dispossession through state sanctioned policies or the state's oversight; either option having the same value outcome—the dispossession of Black, Brown, immigrant and poor bodies.

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Although research shows that education and health are closely intertwined, health professionals have difficulty using this evidence to improve health and educational outcomes and reduce inequities. We call for a social movement for healthy high schools in the United States that would improve school achievement and graduation rates; create school environments that promote lifelong individual, family, and community health and prevent chronic illness, violence, and problems of sexual health; and engage youths in creating health-promoting environments. Achieving these goals will require strengthening and better linking often uncoordinated efforts to improve child health and education. Only a broad social movement has the power and vision to mobilize the forces that can transform educational and health systems to better achieve health and educational equity.

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Global estimates indicate that 10%-20% of young people have experienced mental health challenges and that three-quarters of all global adult mental illness has an onset before the age of 24 years