SEARCH FOR RESOURCES
This issue brief is designed to raise understanding and awareness of the need for youth financial literacy and identify ways afterschool leaders can address these issues. Youth today can amass debt quickly in the form of school loans or credit card debt, yet few have access to financial literacy supports. Opportunities are especially limited for youth of color. Afterschool is a place where this learning can happen, and this paper provides resources like reports, curriculum, and resources for parents to support financial literacy starting in the elementary grades. This resource supports equity.
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 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 brief highlights the benefits of participation in 21st CCLCs based on their statewide evaluations. Benefits include: promoting academic growth; keeping kids connected and building relationships; engaging, inspiring, and motivating students; and preparing youth for life after high school.
This issue brief, published by Temescal Associates and How Kids Learn Foundation, explores youth civic engagement and activism through its history, the benefits, and why youth participate. It includes a discussion of challenges, barriers, and recommendations along with examples. There are also interviews with youth and researchers, and a robust list of resources. A companion webinar can be found at https://www.youtube.com/watch?v=eTb9y__cGhk. This resource supports equity.
This issue brief summarizes how afterschool and summer programs can support positive outcomes like relationships and relationship skills, sense of agency, and identify development. It includes links to research. It also poses questions on how we can make sure programs are ready to support recovery and reengagement by understanding what families need, how to tap partnerships, how to support adult educators, and how to balance academics and enrichment. This resource supports the COVID-19 response.
The Wallace Foundation has created four issue briefs to help state system planners make decisions about spending American Rescue Plan funds. The briefs summarize the evidence on outcomes and implementation guidance and each brief includes a bibliography. Topics include: (1) The Importance of Adult Skills in SEL; (2) Summer Learning with Academic and Non-Academic Activities; (3) AfterSchool Coordinating Systems to Support Afterschool Programming; and (4) The Role of Principal Leadership in School Recovery and Re-opening. This resource supports resiliency, the COVID-19 response, and may help in planning for use of federal stimulus funds.
These five podcasts feature promising practices from the Partnerships for Social and Emotional Learning Initiative (PSELI). The episodes focus on developing the capacity of adults to promote SEL, building effective partnerships, the role of coaches, and coordination between school and out-of-school programs. This resource supports the COVID-19 response.
The report and executive summary review lessons learned from the first two years of the Partnership for Social-Emotional Learning Initiative (PSELI). Findings are based on surveys, interviews, and observations from 38 partnerships in 6 sites about the barriers and solutions to school-OST partnerships on SEL. Findings include the need to build adult SEL skills, set aside staff time for communication and for implementing SEL activities, and to formalize practices so they are maintained regardless of staff turnover. There is also a companion webinar about the report: https://www.wallacefoundation.org/knowledge-center/pages/early-findings-and-lessons-from-the-partnerships-for-sel-webinar.aspx?utm_source=PSELI+Webinar+10.26.20&utm_campaign=81502551e8-EMAIL_CAMPAIGN_2020_10_27_05_34&utm_medium=email&utm_term=0_6d337e88af-81502551e8-221181114
For information on promising practices from PSELI, see the podcast series at: https://www.wallacefoundation.org/knowledge-center/pages/podcast-the-partnerships-for-social-and-emotional-learning.aspx