NCASE Resource Library
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.
This video, which is also a part of the School-Age Consumer Education Toolkit, shows the importance of afterschool and summer care for families.
This series of national and state/territory data profiles provide information about school-age children served through the Child Care and Development Fund (CCDF).
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This journal article explores afterschool access and program outcomes for youth from disadvantaged backgrounds. It outlines recommendations for policymakers, administrators, and staff on ways to increase access and improve program quality for this population. It includes an extensive literature review and outlines a research agenda for the future.
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.
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 journal article describes the Center for Study of Social Policy's Youth Thrive Framework that is based on how the research on resilience, positive youth development, neuroscience, and trauma can help lead to healthy development and well-being for youth. There are multiple examples of how the Framework can be used to modify frontline practice, policy, and organizational culture.
This article describes six strategies for supporting and enhancing family engagement.
This article lists action steps for establishing effective family engagement programs. It provides a case study from an Iowa program with a range of family engagement strategies. This resource supports resilience.
This journal article describes how Professional Learning Communities (PLCs) can be used as an effective means for staff development with out-of-school time (OST) providers. Based on a research project involving six experienced facilitators, it offers a framework, potential formats, and tips on how to structure PLCs to meet the needs of OST staff and programs.