NCASE Resource Library
The Afterschool Alliance's webpage on COVID-19 offers a rich array of resources to help support Out-of-School Time (OST) system builders, administrators, and practitioners in navigating the challenges of the pandemic as they strive to effectively serve children, families, and providers.
This blog is the second part in a series on prevention and responding to substance use and trauma in Alaska. It describes a collaborative effort and training on trauma-engaged response.
This journal article documents one OST director’s journey through the process of becoming credentialed. It explores fears and challenges and what she—and her program participants, families, and staff—ultimately gained from the process. This story can bring a personal experience to life for state system planners creating or supporting a school-age credential.
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This journal article describes how Professional Learning Communities (PLCs) can be used as an effective means for staff development with out-of-school time (OST) providers. Based on a research project involving six experienced facilitators, it offers a framework, potential formats, and tips on how to structure PLCs to meet the needs of OST staff and programs.
The Afterschool Alliance has developed an easy-to-use searchable database on evidence-based impacts of afterschool and summer programs.
This issue brief explores best practices for afterschool staff supervision of youth to ensure safety. It outlines the legal definition of neglect. It includes strategies for risk management including facility inspection, proper equipment, activity planning, first aid, and emergency preparedness.