NCASE Resource Library
This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic.
This practice brief explores some of the current mental health needs of school-age children, their families, and the OST workforce. In addition, this brief discusses the social and emotional constructs that promote resilience, as well as examples of mental health supports that states and local jurisdictions can consider for collaborative implementation.
This racial equity assessment tool can be used to prevent institutional racism and minimize unanticipated adverse consequences for organizations. It provides a sample of questions to ask when developing proposed policies, institutional practices, programs, plans, and budgetary documents.
This chapter of the SAGE Encyclopedia of Out-of-School Learning examines specific issues, current research, and policy questions related to the access and equity frameworks as they are applied to out-of-school time. It outlines strategies so Out-of-School Time (OST) learning is a collaborative engagement between children and staff with social, emotional, cultural, and history-based approaches.
Positive outcomes are made possible through school-based and community
This issue brief focuses on three ways to support the early care and education (ECE) workforce: (1) Increasing access to education and career growth; (2) reinforcing workers overall economic well-being; and (3) improving working conditions. MDRC, which published this article, is launching a new national project to examine a variety of approaches.
This brief, based on a longer white paper, identifies and summarizes key findings in the existing literature on 12 protective and promotive factors relevant to afterschool.
This issue brief explores evidence-based strategies to prevent adverse childhood experiences (ACEs).
This brief explores how programs that use a positive youth development approach can embed a racial equity perspective to effectively meet needs of youth of color. It suggests that programs think about who is offered program services, build staff capacity to recognize personal bias and structural inequalities, and insure leadership opportunities.
The transition to kindergarten is an important milestone in a young child’s life. While this transition is often accompanied by much excitement and anticipation, it can also bring uncertainty and anxiety as children face changes on multiple levels.