National Center on Afterschool and Summer Enrichment Resource Library

The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography. Topics include: (1) The Importance of Adult Skills in SEL; (2) Summer Learning with Academic and Non-Academic Activities; (3) AfterSchool Coordinating Systems to Support Afterschool Programming; and (4) The Role of Principal Leadership in School Recovery and Re-opening. This resource supports resiliency, the COVID-19 response, and may help in planning for use of federal stimulus funds.

This two-part webinar series geared to practitioners offers an introduction on how to support English learners in afterschool programs. The first webinar identifies important background information, different types of English learners, how to collect data on needs, and tips on creating safe learning environments. The second webinar focuses on practical applications and implementation to support language acquisition through intentional activity design and staff training.

This updated research brief provides a summary of key evaluations on the impact of afterschool programs during the pandemic. This summary can be a helpful resource for programs building the case for accessing stimulus funding as it refers to impact of afterschool on academic growth and engagement in learning; benefits of summer learning, fostering key foundational skills and boosting students’ well-being; and setting youth up to thrive post high school. See also: https://childcareta.acf.hhs.gov/ncase-resource-library/evaluations-backgrounder-summary-formal-evaluations-afterschool-programs-0  This resource supports the COVID-19 response.

This webinar, facilitated by Attendance Works, explores how schools, public agencies, and community partners can use attendance and participation data to organize and tailor summer programs. It suggests a 4-step framework: (1) establish a team; (2) identify priority groups of students to reach; (3) craft engagement strategies; and (4) reflect, learn, and improve. It included excellent examples of summer programs from an Expeditionary Learning Charter School in D.C. and a rural district in Tennessee.

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.

Given evidence of trauma due to recent global and national issues, communities must consider all outlets and resources possible to address the needs of children and families. Out-of-school time (OST) programs foster socialization, relationships, and adaptive functioning. These programs are uniquely positioned to support and promote children’s healthy development, inclusive of mental health needs instigated by trauma. Children are not the only recipients; parents and the OST workforce can benefit from mental health supports provided directly or indirectly in these environments.

This webinar explores best practices in providing older youth with supportive and meaningful employment experiences and paid internships. The panel includes representatives from National Youth Employment Coalition, Summer Youth Employment Program from Charlotte, NC, College to Congress, and Community Relations Manager from Bank of America. They shared approaches from last summer with virtual placements, as well as how they prepare youth and companies and organizations hosting interns.

This slide show provides a summary of what parents, teachers, and Out-of-School Time (OST) providers want in summer programs for 2021 based on a combination of focus groups, interviews, and 3,031 surveys. Results indicate that parents want summer programs to prioritize their children’s social and emotional health. The report presents insights and implications for communications, policy, and programs. This resource supports the COVID-19 response.

This webinar provides information to prepare summer staff to understand the overwhelming stress or trauma that youth may bring into a summer program. It explores three ways to maximize healing: (1) relationships, as trust is an antidote to stress and can be built through brief interactions; (2) physical activity that is patterned and repetitive like walking, running, or playing catch; and (3) learning how to manage stress through controlled or moderate stress experiences. This resource supports the COVID-19 response. This resource supports resiliency.

The 2020 edition of America After 3PM is designed to build a better understanding of how young people are spending their summers and to dig deeper into the types of summer experiences children across America have. The data were collected about Summer 2019 from a survey of nearly 30,000 households and 200 phone interviews. Findings included: (1) Participation in summer programs was highest in 2019 ever recorded with 12.6 million children; (2) Parent satisfaction is high and they prioritize building life skills, physical activity, and the outdoors, as well as variety in activities; and (3) We need more summer opportunities as another 13.9 million children would be in a program if one were available. The report also includes a link to state-by-state data and some infographics. A webinar to release the report included presenters from Wallace Foundation, Rand Corporation, and examples from Texas and Illinois.