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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.
This guide is designed to supplement National AfterSchool Association (NAA) Core Knowledge and Competencies for Afterschool and Youth Development. It includes eight field-tested, research- and evidence-based practices and who, why, and how to implement these practices.
This practice brief developed by the National Center on Afterschool and Summer Enrichment (NCASE), is a follow up to the recent research brief, “Adverse Childhood Experiences and the School-Age Population".
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. State policies and initiatives are often the catalysts that support OST programs in this critical work.
This issue brief is an interview with researcher Jessica Manta-Myer about an evaluation of the Summer Science Project in 10 elementary school sites in CA. The programs were provided with hands-on curriculum, training, and coaching in STEM. Evaluation showed increased knowledge, skills, and confidence for students, and staff confidence in leading STEM, as well as staff retention.
This issue brief identifies four things to keep in mind to support the five percent of children in our care who are--or will grow up to become--gay, lesbian, bisexual, transgender, or questioning. It also provides a link to an online module about this topic and to other positive youth development modules by Better Kids Care. This resource supports resiliency.
This issue brief is an interview with Paul von Hippel from Ohio State University; it shares research that children gain weight two to three times faster in the summer months than during the school year. This trend is especially true for African American and Hispanic children.
This issue brief provides case studies of best practices in four exemplary summer programs that provide engaging STEM opportunities. The programs in Ohio, Connecticut, Michigan, and Kentucky produce positive outcomes on grades, standardized test scores, social-emotional competence, and graduation rates.
This issue brief is an interview with the evaluator of a STEM project with middle and high school tribal youth, working with tribal leaders and STEM professionals on a research project about salmon restoration. The evaluation shows how involving youth in an engaging and authentic research project built their STEM skills in a possible career path. There is a link to the full research report.