National Center on Afterschool and Summer Enrichment Resource Library

This updated guide, published by Temescal Associates, offers an introduction to youth development principles and practices to ensure that youth get the most of their Out-of-School Time (OST) experiences. It promotes five key practices to foster healthy youth development: (1) physical and emotional safety, (2) relationship building, (3) meaningful youth participation, (4) community involvement, and (5) challenging and engaging learning experiences.

From December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams.

This brief, Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School Time, highlights best practices that states learned about and shared, related to the following:

-The connection of SEL to healthy development and success in school, work, and life
-Strengths-based, healing-centered, and culturally responsive social-emotional models that build on an understanding of adverse childhood experiences (ACEs) and trauma-informed practice.
-Evidence-based supports for building a positive social-emotional climate
-Mental health for children and youth and mental health consultation

Each state assembled a cross-sector team, which typically included staff from their Child Care and Development Fund Lead Agency, state afterschool network, Department of Education, school districts, 21st Century Community Learning Centers, and providers. Each team participated in five PLG sessions, meeting in between sessions to build an SEL action plan.

The Office of Inspector General's issue brief identifies a concern that if states set payment rates too low, families may not have access to child care providers. While the report identifies that states have to balance competing priorities between raising payment rates, serving eligible families, and ensuring compliance with program requirements, it has recommendations for how states can expand family access to child care. 

This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life. For example, out-of-school time (OST) programs can offer a culturally sensitive atmosphere, literacy-related activities that promote motivation and interest, and opportunities for family engagement. The brief includes examples from five states of activities for ELL youth. 

This brief outlines the state of rural afterschool resources. Currently, only 13 percent of rural children participate in afterschool programs compared with 25 percent of urban children; these discrepancies are due to barriers including diverse funding sources, transportation, facilities, staffing, and programming supports. The brief provides examples from three states on how they respond to these challenges. 

This brief provides a conceptual model for developing quality improvement initiatives and professional development for home-based child care that takes into account the distinctive characteristics for these settings. The model is organized into three components: (1) foundations for sustainability of care; (2) lasting relationships; and (3) opportunities for learning and development. This publication can be used to develop standards, conduct additional research, or guide professional development systems.

This brief examines the reasons for the sharp decline in the number of Family Child Care (FCC) homes between 2011 and 2017. This decrease is a concern as FCC is an important source of care, especially for infants and toddlers, families in rural and other underserved areas, and those needing non-traditional hours care. It identifies actions that states and territories can take to ensure that FCC remains a strong component of the child care system. Strategies include adopting a supportive subsidy plan, providing a FCC network or shared services alliance, and increasing support through professional development, peer support, and quality improvement. 

This website offers a wealth of information, resources, and state and national data sheets on a range of topics related to promoting positive youth development and helping deal with challenges that may arise such as pregnancy, mental health issues, obesity, substance abuse, relationships and dating violence, or illness. Includes links to on-line trainings, grants for teen programs, and research on teens. Designed for use by teens, parents, and professionals.

This issue brief summarizes findings from the National Study of Family Child Care Networks, that conducted surveys, did qualitative interviews, and compiled case studies about Staffed Family Child Care Networks (SFCCN). These networks increase support for family child care providers by offering services such as training, home visits, support groups, and business and administrative supports. SFCCN are one promising practice that may help turn around the dramatically decreasing numbers of family child care providers. 

This issue brief identifies high impact strategies for actively co-creating opportunities for family engagement to support learning across the age continuum, both in school and during out-of-school time. The five building blocks include: (1) increasing attendance, (2) sharing data, (3) strengthening academic and social development, (4) improving digital media habits and fluency, and (5) maintaining strong relationships with families during key transitions. This brief includes information about after school and summer opportunities.