NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (8) Apply Culturally Responsive Practice & Inclusion filter
- Professional Development (3) Apply Professional Development filter
- Program Design and Management (1) Apply Program Design and Management filter
- Quality Improvement (3) Apply Quality Improvement filter
- Summer Learning (1) Apply Summer Learning filter
- Supportive Learning Environment (10) Apply Supportive Learning Environment filter
- Systems Building (2) Apply Systems Building filter
Resource type
- (-) Remove Issue brief filter Issue brief
- (-) Remove Report filter Report
Publisher
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- (-) Remove Harvard Family Research Project filter Harvard Family Research Project
- Administration for Children & Families (ACF) (3) Apply Administration for Children & Families (ACF) filter
- Afterschool Alliance (5) Apply Afterschool Alliance filter
- Child Trends (2) Apply Child Trends filter
- Collaborative Communications (1) Apply Collaborative Communications filter
- National Institute on Out-of-School Time (NIOST) (2) Apply National Institute on Out-of-School Time (NIOST) filter
- National Summer Learning Association (NSLA) (2) Apply National Summer Learning Association (NSLA) filter
- Office of Child Care (OCC) (5) Apply Office of Child Care (OCC) filter
- Other (36) Apply Other filter
- The Wallace Foundation (9) Apply The Wallace Foundation filter
Search Results
Filter By
This issue brief explores how afterschool and summer programs and systems are well positioned to be strong partners in supporting children and families as things reopen during the pandemic.
This issue brief explores youth engagement in out-of-school time through a review of studies on out-of-school time attendance and participation by middle and high school students. It identifies promising practices for cognitive, behavioral, social, and emotional engagement that are essential for achieving positive outcomes. It includes program-level examples from four states.
This issue brief provides an overview of the prevalence of mental health issues for children and youth. It explores how schools are often the de facto mental health system for children; therefore, schools could be a first step for afterschool programs wanting partnerships for support on mental health needs.
This issue brief describes the importance and impact of involving families in youth development programs. It presents examples of how programs that are part of the New York City Department of Youth and Community Development have used three strategies to engage families: communication, participation, and partnerships.
This report explores why libraries are well positioned to be allies in increasing family engagement. The strategies shared come from a review of the literature, a survey of library directors, and a learning community of librarians.
This issue brief explores how in-school educators, afterschool providers, families, and policy makers can work together to build social emotional skills youth need to succeed. The brief explores the policy context for social-emotional learning, how it is currently implemented in afterschool and school settings, and suggestions for how the two can partner on this issue.