NCASE Resource Library
This news report links to a lengthy report by AIR researchers that analyzed 10 years of data from the nation’s largest public school district and found that in-school or out-of-school suspensions did not reduce future misbehavior, nor result in improved academic achievement for peers, or perceptions of positive school climate.
The American Institutes for Research updated their landscape scan of state afterschool networks to find out which states have developed various quality supports. The summary shows which states have or are in process with their quality standards, quality assessment tools, core knowledge and competencies, aligned professional development, credential systems, QRIS, and skill-building initiatives.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) collaborated with more than 40 partners to develop this SEL Roadmap designed to support teams in planning for the transition back to schools.
The Collaborative for Academic, Social, and Emotional Learning (CASEL) has created CASEL CARES to collect resources that support families, schools, and communities during COVID-19.
This issue brief explores how afterschool and summer programs and systems are well positioned to be strong partners in supporting children and families as things reopen during the pandemic.
The Science of Learning and Development (SoLD) Alliance is exploring ways to strengthen systems and support for whole child learning and development.
The Path to Quality resource portal provides state system planners with step-by-step guidance and resources to develop quality afterschool systems including information on: (1) designing quality standards, (2) resources and tools aligned to quality standards, and (3) staff supports.
CASEL's District Resource Center is developed in partnership with school districts that are part of the Collaborating Districts Initiative, which has recently been enhanced. This tool kit is also intended to provide resources to out-of-school programs.
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 scorecard identifies state policies and guidance to support students social and emotional development (SEL). It provides links to the research and to state-by-state SEL competencies, websites, and resources.