NCASE Resource Library
Reset Selections
Topics
- Culturally Responsive Practice & Inclusion (27) Apply Culturally Responsive Practice & Inclusion filter
- Health and Safety and Licensing (1) Apply Health and Safety and Licensing filter
- Professional Development (9) Apply Professional Development filter
- Program Design and Management (15) Apply Program Design and Management filter
- Quality Improvement (12) Apply Quality Improvement filter
- Subsidy, Eligibility, and Equal Access (4) Apply Subsidy, Eligibility, and Equal Access filter
- Summer Learning (10) Apply Summer Learning filter
- Supportive Learning Environment (25) Apply Supportive Learning Environment filter
- Systems Building (14) Apply Systems Building filter
Resource type
Publisher
- (-) Remove Afterschool Alliance filter Afterschool Alliance
- (-) Remove American Institutes for Research (AIR) filter American Institutes for Research (AIR)
- Administration for Children & Families (ACF) (1) Apply Administration for Children & Families (ACF) filter
- Afterschool Matters Journal (1) Apply Afterschool Matters Journal filter
- Child Trends (1) Apply Child Trends filter
- National Association of Child Care Resource & Referral Agencies (NACCRRA) (1) Apply National Association of Child Care Resource & Referral Agencies (NACCRRA) filter
- Office of Child Care (OCC) (10) Apply Office of Child Care (OCC) filter
- Other (8) Apply Other filter
- US Department of Education (1) Apply US Department of Education filter
Search Results
Filter By
This review of state plans for school reopening provides examples for ways states and districts can coordinate with afterschool programs to support their capacity, leverage resources, and support students and families.
This issue brief provides a blueprint for how after school programs can help during COVID-19 by building school and community partnerships. It provides a useful chart to guide the response whether schools are providing in-person learning, remote learning, or a hybrid approach.
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.