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The Center for American Progress explores the policies that schools can develop to support student mental health. The strategies include creating a statewide mental health task force, organizing interagency coordination, expanding Medicaid coverage of school-based mental health, increasing access to school-based mental health, and investing in school climate through trauma-informed care and building mental health into the curriculum. This is relevant for out-of-school programs as programs often tap into school-based mental health services. This resource supports resiliency.
This report from the Rand Corporation provides lessons learned from the Wallace Foundation's Partnership for Social and Emotional Learning Initiative (PSELI). Since 2017, six cities each have 5-7 partnerships each to explore how children benefit if schools and out-of-school collaborate to improve climate and foster social-emotional learning. This report provides the themes that have emerged from six case studies in Boston, Dallas, Denver, Palm Beach, Tacoma, and Tulsa.
On June 30, 2021 the National Center on Afterschool and Summer Enrichment (NCASE) facilitated the webinar, Supporting and Promoting Mental Health in Out-of-School Time. During the webinar, NCASE introduced a new Voices from the Field brief which shares research and information on the current mental health needs of school-age children, their families, and the Out-of-School Time (OST) workforce. Participants also learned about state and local initiatives that promote positive mental health and social and emotional development, and considered and shared practices and resources to meet the demand for mental health supports at different levels.
On February 24, 2021, the National Center on Afterschool and Summer Enrichment hosted a webinar to learn about the recent NCASE voices from the field brief and hear from colleagues engaged in this work. During the webinar participants: saw the NCASE voices from the field brief, which shared research on the importance of Out-of-School Time; explored state examples of innovative partnership practices to support the increased need for school-age child care during the pandemic; learned about and share practices and resources to support school-age child care both during and after the pandemic.
Positive outcomes are made possible through school-based and community programs supported by successful partnerships and innovations. Schools and community-based programs, including center-based child care programs and family child care programs, work together to meet the needs of families in their communities.
This practice brief shows how state-level partnerships combined with innovative practices serve to strengthen and coordinate available resources for the benefit of thousands of children and families. The brief was introduced in a NCASE webinar on February 24, 2021, that included state examples and resources from key Out-of-School Time stakeholders. You can view the webinar here.
This toolkit is designed to help state system planners from early childhood, Head Start, and schools create plans for a successful transition to kindergarten. It includes materials like a transition and alignment summit guide, a questionnaire on transition practices, and research and resources on why transition matters and how to engage families. This information could be helpful for out-of-school time system planners, who could be important partners in transition planning.
This issue brief analyzes the alignment of state statutes and regulations with the Whole School, Whole Community, and Whole Child (WSCC) model that is developed by Centers for Disease Control and ASCD (Association for Supervision and Curriculum Development). It includes a national overview as well as state-by-state profiles of how policy reflects the ten domains of social-emotional-physical health of children, including recent issues of concern like childhood obesity and bullying. This resource is focused on school policy, and can inform state system planners on afterschool as they collaborate with schools.
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. It provides tools and ideas about conducting assessments of mental health needs and services. This resource supports resiliency.
This article explores the challenges and potential of school-afterschool partnerships. Based on interviews with school administrators, afterschool leaders, and front-line staff in three schools, the findings reveal both disconnections and opportunities for fuller communication and collaboration. This article would be helpful to OST system builders as well as practitioners/programs looking to enhance their relationships with schools.