NCASE Resource Library
From December 2018 through May 2019, the National Center on Afterschool and Summer Enrichment facilitated a peer learning group (PLG) on social-emotional learning (SEL) in Out-of-School Time (OST) for 10 state teams.
Federal, state, and local agencies are increasing investments and building capacity in emergency preparedness, response, and recovery.
This brief presents a framework that broadens our understanding of how, when, and where youth learn.
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This issue brief explores how strategies for increased support for expanded learning programs can help reduce the disparities in educational outcomes between student populations. It provides examples from California's efforts to use local funding to enable more lower-income students have access to enrichment opportunities in out-of-school time.
This Practice Brief, the fourth in a periodic series published by the National Center on Afterschool and Summer Enrichment (NCASE), was developed following a Peer Learning Community (PLC) designed to strengthen workforce systems to advance both individual career development and program quality.
Taking a cross-sector approach can be an effective strategy to engage out-of-school time (OST) programs in quality improvement systems. From December of 2016 through March of 2017, the National Center on Afterschool and Summer Enrichment (NCASE) engaged cross-sector planning teams in an OST collaboration on topics including: readiness and stages of change in building cross-sector partnersh
This FAQ document is designed for summer program providers that serve children from low-income families and may be interested in serving families who use child care subsidies, but are not overly familiar with CCDF.
This issue brief explores how in-school educators, afterschool providers, families, and policy makers can work together to build social emotional skills youth need to succeed. The brief explores the policy context for social-emotional learning, how it is currently implemented in afterschool and school settings, and suggestions for how the two can partner on this issue.
This brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints.
This issue brief provides an overview of social emotional learning (SEL) and character-building opportunities as well as challenges for expanded learning programs. It includes numerous SEL activities and resources on character education at both the program and organizational level. This resource supports resilience.
This issue brief offers an overview of risk factors and symptoms associated with opioid abuse and a list of interventions that can improve outcomes for children and teens affected by opioid exposure.
This issue brief explores American Indian Alaskan Native (AIAN) perspectives on "self-regulation," a key concept in the emerging social and emotional learning field. The article suggests a more holisitic definition of self-regulation, recognizing that in AIAN communities individual existence is understood as inseparable from family and community.
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.