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This issue brief uses data from 2020 National Survey of Children's Health(NSCH) to describe the prevalence of adverse childhood experiences (ACEs) in children ages birth to 17. This is important information as children with a higher number of ACEs are at higher risk for negative outcomes for mental health, health, and financial well-being. The brief includes charts of the number of ACEs children have by state, by race and ethnicity, and by health outcomes. This resource supports resiliency.
This profile of innovation is part of a series of innovative initiatives in Child Care Development Fund lead agencies to support social-emotional and mental health as part of pandemic recovery. It includes examples from CO, KY, and SC on expanding mental health consultation and training, provider and director cafes for peer support on stress and trauma, and well-being coaches that help centers establish a well-being plan. An additional profile of innovation, Idaho Community Program Grant, highlights a grant opportunity for programs to receive funding to address student learning loss and behavioral health supports for ages 5-13; it can be found here. https://childcareta.acf.hhs.gov/sites/default/files/new-occ/resource/files/id_profile.pdf. This resource supports resiliency.
This brief summarizes findings from a study about equity in out-of-school-time programs run by school districts. It explores: (1) what equity looks like in OST programs provided by equity-minded districts; (2) what challenges districts face integrating their equity goals and efforts into their OST programs; (3) what actions districts can take to meet these challenges; and (4) what further research is needed to better inform policy and practice. This resource supports equity. The companion full report can be found here: https://education.virginia.edu/documents/how-do-districts-implement-equity-afterschool-and-summer-programs
This toolkit provides programs with an overview on the importance of youth voice, along with tools and examples. The key takeaways are to meet youth where they are, train adults to exist in youth spaces and youth to exist in adult spaces, and let youth take the lead. It also has a section with many resources on culturally responsive voice. Grantmakers in Education featured this resource and examples in this one-hour webinar, Youth Voice Initiative Share-Out and Discussion, found here: https://www.youtube.com/watch?v=4ZnHO1t6fDE
This brief 15-minute webinar provides an overview of what trauma is, the common responses to and symptoms of trauma at different ages, and data on numbers of youth who have experienced trauma. It includes recommendations for bringing trauma-informed practices into OST settings that can serve as a checklist and reminders for afterschool and summer staff. Resources are provided. This resource supports resiliency.
This paper is designed to raise understanding and awareness of LGBTQ+ challenges, the current anti-LGBTQ climate, and ways that after school leaders can address these issues and support LGBTQ+ youth. Given that 2022 data found that only 37% of LGBTQ+ youth identified home as an affirming space and only 55% felt school was an affirming place, it is essential that OST programs access these resources prepare their staff to provide a safe, welcoming, and inclusive environment. This resource supports equity.
This introduction to disability inclusion for youth-serving organizations by Partners for Youth with Disabilities covers topics like the American Disabilities Act, Universal Design for Learning (UDL), and inclusive communication. It also includes forms and resources. Note that registering with Partners for Youth with Disabilities is required in order to download this free resource.
This course from Better Kid Care focuses on three tiers of strategies educators and programs can use to create a culture of caring that prioritizes relationships and supports for mental health and well-being. These are important strategies, given that research has found that educators' emotional availability and sensitivity to children's needs decrease in times of stress. To promote well-being, the module suggests developing a culture of caring, deepening relationships, and promoting work-life balance and self-care. To prevent burnout, suggestions include offering job accommodations, reflective supervision, and referrals to community resources. There are helpful worksheets such as burnout assessment and team-building activities. Available in Spanish. This resource supports resiliency. This resource supports equity.
This issue brief explores how youth-led efforts can be a response to the rising number of youth with mental health challenges and the shortage of school psychologists and counselors. It includes an overview of an Ohio suicide prevention program and an Oregon teen-to-teen youth crisis line. There are also interviews with the youth leaders and a list of relevant resources. A companion webinar highlighting the experiences of three youth leaders in supporting peer-to-peer mental health programs can be found here. https://www.youtube.com/watch?v=ikcpEPFByKw This resource supports resiliency.
This report offers practical guidance for out-of-school-time (OST) programs and intermediaries that wish to incorporate social and emotional learning (SEL) activities into their programming for youth. The lessons are derived from RAND’s study over four years of more than 100 afterschool programs across six communities participating in the Wallace Foundation’s Partnerships for Social and Emotional Learning Initiative (PSELI). The cities are Boston, Dallas, Denver, Palm Beach County, Tacoma, and Tulsa.