SEARCH FOR RESOURCES
Out-of-School Time (OST) programs can play a role in mitigating and preventing Adverse Childhood Experiences (ACEs), which are disruptive to a school-age child’s academic and social development. State policies and initiatives are often the catalysts that support OST programs in this critical work.
This Research Brief, Adverse Childhood Experiences and the School-Age Population: Implications for Child Care Policy and Out-of-School Time Programs, is published by the National Center on Afterschool and Summer Enrichment (NCASE) to build awareness of research and promising practices in the field of school-age child care.
The brief includes information and guidance on ACEs of relevance to state-, territory-, and tribal-level professionals, including Child Care and Development Fund administrators and state afterschool network leads; and 21st Century Community Learning Center leads.
This issue brief explains the concepts of Positive Youth Development (PYD), Social Emotional Learning (SEL), and Youth Leadership (YL) and how they are related. Embedded in the document are ideas for best practices and additional resources. It was created by the New York City Department of Youth and Community Development (DYCD) as a means of articulating a common framework to guide all their programs. This resource could be used as a professional development training tool.
This brief presents a framework that broadens our understanding of how, when, and where youth learn. It recommends ways for how youth development organizations can build partnerships with schools, juvenile justice, foster care, and families to support growth and development. It provides city examples.
This infographic answers three frequently asked questions about ACES, its impact on brain and body, and how we can reduce the effects of ACES. It includes frequently asked questions, and connects to a guide and resources on toxic stress. This resource supports resiliency.
This toolkit is designed to support professionals at all levels to integrate digital learning into afterschool and summer programs. It includes 9 interactive or text-based modules that explain the importance of digital learning in OST as an issue of equity and access, plus a 16-page brief. Modules contain videos, templates, and program profiles on topics such as How to Address Equity Through Digital Learning, How to Embed Technology into Your Activities, and How to Foster Sensible Use of Technology.
This is an online toolkit for program leaders who want to start or improve an afterschool program. It includes 96 ready-to-use tools that include practical tips and Voices from the Field. For example, there are tools on hiring, conducting a needs assessment, logic model planning, and activity ideas like creating a warm and welcoming environment and homework help.
This toolkit offers an overview of the opioid problem and how OST programs and communities can respond. Part I includes an introduction to the opioid crisis, along with assessment and planning tools for designing a prevention initiative based on local needs. Part II provides a menu of prevention strategies–for staff, youth, families, and school and community partners–that could be included in a plan, and resources to help with implementation. The suggested strategies support positive youth development and social-emotional learning, in general, so could be adapted for other content too (e.g., pregnancy prevention). This resource supports resiliency.
This updated toolkit provides hands-on activities that can be used with youth or adults to build social and emotional skills, including self and social awareness, self-management, responsible decision making, and relationship skills. It includes three types of activities: (1) welcoming rituals and inclusion activities; (2) engaging strategies, brain breaks, and transitions; and (3) optimistic closures. This resource supports resiliency.
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. These best practices may inspire others on how to tailor their approach to meet the specific needs and opportunities of each program/community.
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.