NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (60) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (7) Apply Health and Safety and Licensing filter
- Professional Development (34) Apply Professional Development filter
- Program Design and Management (40) Apply Program Design and Management filter
- Quality Improvement (24) Apply Quality Improvement filter
- School & Community Partnerships (20) Apply School & Community Partnerships filter
- Subsidy, Eligibility, and Equal Access (11) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (15) Apply Summer Learning filter
- Systems Building (33) Apply Systems Building filter
Resource type
- (-) Remove Issue brief filter Issue brief
- (-) Remove Tool kit filter Tool kit
- Infographic (2) Apply Infographic filter
- Journal article (1) Apply Journal article filter
- Other (4) Apply Other filter
- Report (12) Apply Report filter
- Video/video series (3) Apply Video/video series filter
- Webinar (14) Apply Webinar filter
- Website (3) Apply Website filter
Publisher
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- (-) Remove Other filter Other
- Administration for Children & Families (ACF) (8) Apply Administration for Children & Families (ACF) filter
- American Institutes for Research (AIR) (8) Apply American Institutes for Research (AIR) filter
- BUILD, QRIS National Learning Network (1) Apply BUILD, QRIS National Learning Network filter
- Child Trends (4) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- Collaborative for Acadmic, Social, and Emotional Learning (CASEL) (3) Apply Collaborative for Acadmic, Social, and Emotional Learning (CASEL) filter
- Harvard Family Research Project (1) Apply Harvard Family Research Project filter
- Kids Included Together (KIT) (1) Apply Kids Included Together (KIT) filter
- National Afterschool Association (NAA) (3) Apply National Afterschool Association (NAA) filter
- National Summer Learning Association (NSLA) (4) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (7) Apply Office of Child Care (OCC) filter
- Temescal Associates (1) Apply Temescal Associates filter
- The Wallace Foundation (5) Apply The Wallace Foundation filter
- US Department of Education (2) Apply US Department of Education filter
- US Department of Health and Human Services, US Department of Education (1) Apply US Department of Health and Human Services, US Department of Education filter
Search Results
Filter By
This toolkit from the National Research Center on Hispanic Children and Families offers a list of resources to support children and families through grieving and healing in the wake of traumatic events. They were developed by national organizations including the National Child Traumatic Stress Network, the American Psychological Association, and the Child Mind Institute.
This issue brief by Temescal Associates and the How Kids Learn Foundation is designed to help AfterSchool staff understand and respond to the needs of youth who are grieving or experiencing loss due to the pandemic, the opioid crisis, or rising gun and racial violence. It reviews topics such as prevalence, effects on young people, grief-responsive teaching, and self-care for adults.
This guide, by the Oregon Department of Education, offers an inspiring vision for summer learning in the post-pandemic world, prioritizing those most in need. It includes a focus on mental health and well-being and providing learning opportunities that can ignite and renew engagement, foster learning, and nourish in-person connections.
This toolkit was designed as a learning resource to enhance opportunities to support mental and social-emotional health for children and adolescents in afterschool programs.
For the first time, an analysis of America After 3PM data examines the experience of children with special needs and disabilities in afterschool programs compared to the overall population of afterschool children.
This brief highlights the benefits of participation in 21st CCLCs based on their statewide evaluations. Benefits include: promoting academic growth; keeping kids connected and building relationships; engaging, inspiring, and motivating students; and preparing youth for life after high school.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, explores youth civic engagement and activism through its history, the benefits, and why youth participate. It includes a discussion of challenges, barriers, and recommendations along with examples. There are also interviews with youth and researchers, and a robust list of resources.
These 26 social-emotional check-in activities are designed for K-12 students and can be especially helpful in keeping the focus on relationships and social-emotional learning during COVID, when youth need to feel supported and build skills to cope, heal, and thrive. These activities are designed for in-person programs. Once you enter your email address you can download the curriculum.
This issue brief summarizes the research that shows that high-dosage tutoring is one of the most effective strategies in producing large learning gains for a wide range of students. It includes at-a-glance design principles including frequency of tutoring, group size, personnel, curriculum, measurement, and scheduling.
This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic.