SEARCH FOR RESOURCES
On June 29, 2023, the National Center on Afterschool and Summer Enrichment hosted the webinar “Social-Emotional Learning and Mental Health Supports for Out-of-School Time: A Conversation on Strategies and Systems” to address the topic of building SEL and mental health capacity for Out-of-School Time programming. The event included a facilitated discussion with system leaders on the best strategies to equitably address the SEL and mental health needs of children and families, along with consideration for culture, ethnicity, linguistic needs, income, historical context, and other factors.
The National Center on Afterschool and Summer Enrichment emphasizes that OST programs provide measurable benefits to youth and families, demonstrably improving academic and developmental outcomes along with other results such as positive youth-adult relationships and social-emotional learning. The Out-of-School Time Social-Emotional Learning and Mental Health Toolkit (Toolkit) was developed to support OST/school-age child care system leaders, technical assistance associates, and program providers.
This toolkit provides readers with a general command of:
• Key Terms
• Social-Emotional Learning and Mental Health
The toolkit also provides targeted relevance and resources for system and program leaders on the following topics:
• Social-Emotional Learning and Mental Health Support
• Family Engagement Strategies
We encourage readers to utilize this toolkit as a supplement for OST programming and curricula or as a standalone resource to clarify your
SEL and mental health learning practices and supports.
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 brief presents key findings about state policies and guidance that support students' social and emotional learning (SEL). It showcases the increasing emphasis on SEL, finding that as of 2022, 27 states offer free-standing K-12 SEL competencies and 44 states offer state-specific resources and tools for SEL implementation. It explores reasons for the growth in SEL interest and provides a link to an interactive map that displays SEL competencies, resources, and websites by state.
This toolkit from the National Research Center on Hispanic Children and Families offers a list of resources to support children and families through grieving and healing in the wake of traumatic events. They were developed by national organizations including the National Child Traumatic Stress Network, the American Psychological Association, and the Child Mind Institute. They include Helping Children Cope After a Traumatic Event and Helping Children Cope with Grief which includes information by age grouping (ages 2-4, 4-7, and 7-13). These supports are available in both English and Spanish. This resource supports resiliency.
This 3-part podcast series on social-emotional learning (SEL) explores with researchers from Harvard's EASEL program: (1) What Is SEL and How It Has Evolved, (2) High-quality SEL and the New Navigating SEL Guide, and (3) The Intersection of SEL and Equity. Although primarily focused on schools, the ideas apply to OST, too. The companion SEL program guide can be found here.
This issue brief by Temescal Associates and the How Kids Learn Foundation is designed to help AfterSchool staff understand and respond to the needs of youth who are grieving or experiencing loss due to the pandemic, the opioid crisis, or rising gun and racial violence. It reviews topics such as prevalence, effects on young people, grief-responsive teaching, and self-care for adults. There is also an in-depth webinar that features the author and panelists.
This slide deck presents research on how parents, teachers, and Out-of-School Time (OST) providers perceive the value of OST in children’s social, emotional, and academic development. A companion toolkit, available in Spanish too, includes a video of research highlights and a playbook for educators, providers, and advocates to communicate the benefits of OST programs and develop policies that make these opportunities more accessible https://bealearninghero.org/ost-toolkit/.
There’s also a webinar called Making the Case for OST: The Perspectives of Parents, Educators, and Providers https://www.youtube.com/watch?v=R7e8zl3zCN4&ab_channel=IanF
This webinar shares information from a study about the state of relationships in schools and Out-of-School Time (OST) programs in Minnesota by the Search Institute. The study shows that only 60% of youth report having a strong developmental relationship with an adult, with only 38% saying they had a strong relationship with an adult in school and 73% in OST. It explores barriers and how we as adults can do better in building relationships, especially important in these times of the pandemic. The related study is The State of Relationships: Young People's Relationships with Adults in Minnesota Schools and Out-of-School Time Programs. https://www.search-institute.org/wp-content/uploads/2021/02/IE-State-of-Relationships-Report-PFINALv2-1.pdf
On November 30, 2021, NCASE hosted the webinar, “Addressing Equity in Out-of-School Time.” During the webinar participants had the opportunity to: learn about and share initiatives that support equity in Out-of-School Time (OST); gain an understanding of a culturally rooted Tribal OST program that supports children, family, and community, and explore a new brief and multiple resources designed to support Child Care and Development Fund (CCDF) lead agencies, State Afterschool Networks, OST program providers, and technical assistance (TA) providers in building and sustaining equitable systems and practices for OST.