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The Path to Quality resource portal provides state system planners with step-by-step guidance and resources to develop quality afterschool systems including information on: (1) designing quality standards, (2) resources and tools aligned to qualit |
Strengthening Systems and Supports to Build Positive Social-Emotional Climates in Out-of-School TimeFrom 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. |
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This issue brief highlights the challenges English language learners (ELLs) face in developing literacy proficiency and articulates how afterschool programs can play a central role in providing the supports to help ELL students thrive in school, work, and life.
This blog is the second part in a series on prevention and responding to substance use and trauma in Alaska. It describes a collaborative effort and training on trauma-engaged response.
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.
This issue brief describes the importance and impact of involving families in youth development programs. It presents examples of how programs that are part of the New York City Department of Youth and Community Development have used three strategies to engage families: communication, participation, and partnerships.
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 self-assessment tool is designed to help afterschool program staff reflect upon their own social and emotional competencies and how their teaching practices promote the development of social and emotional competencies among youth. It includes a section on action planning for personal and professional improvement.
This brief outlines the "soft skills" that are needed to be successful in the workplace in the 21st century, and how Out-of-School Time (OST) practitioners can be more proactive in supporting the development of these employability skills. This resource may be especially useful to those OST practitioners working with older youth.
This issue brief provides an easy-to-understand overview of the research on the development of social and emotional competencies in youth. It includes work done on how to define the concepts, research on how Out-of-School Time (OST) programs contribute to growth, and recommendations on next steps for practitioners and researchers.
The Afterschool Alliance has developed an easy-to-use searchable database on evidence-based impacts of afterschool and summer programs.
This issue brief includes helpful facts on literacy rates among underserved youth. It identifies ways afterschool and summer programs can contribute to literacy development. It includes program examples and ideas for advocacy.