Issue brief

Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning

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.

Supporting Social and Emotional Development Through Quality Afterschool Programs

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.

Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event: A Guide For Parents, Caregivers, and Teachers

This fact sheet helps families, caregivers, and teachers recognize common reactions of children, by age group, after experiencing a disaster or traumatic events. It offers tips on how to respond in a helpful way and useful resources. There is also a Spanish version available on the youth.gov website here: https://youth.gov/federal-links/spanish-version-tips-talking-and-helping-children-and-youth-cope-after-disaster-or



Building the Core Skills Youth Need for Life: A Guide for Education and Social Service Practitioners

This brief outlines five core executive function/self-regulation skills needed for success in life: (1) planning, (2) focus, (3) self-control, (4) awareness, and (5) flexibility. Noting that adolescence is a critical window of opportunity, it offers tips on how practitioners can build these skills, insights into how stress affects the development of core skills, and five ways for programs to deliver services that reduce stress.

Governance Structures for City Afterschool Systems: Three Models

This issue brief describes three distinct models for effective afterschool system governance. The models emerged out of a literature review and interviews with leaders from 15 cities. The three models are named based on where the city system is housed: (1) public agency, (2) nonprofit (either single purpose or multiservice), and (3) networks where several organizations share management and oversight.

Professional Development System Frameworks

This issue brief reviews what states need to know to meet CCDF (Child Care Development Fund) regulations for training and professional development (PD). It includes examples of five state PD system frameworks and resources for building the system's six key components: (1) professional standards and competencies, (2) career pathways, (3) advisory structure, (4) articulation, (5) workforce information, and (6) financing.

Stress at Camp? No, Never . . . Three Mindful Practices to Create Kinder, Happier, Healthier Campers and Counselors

This issue brief shares three mindfulness practices that can help children who are growing up in a culture that constantly stimulates a stress response. By using mindful breathing, mindful listening, and paying attention to emotions, we can help strengthen neural pathways in the prefrontal cortex to build resilience.

Eleven Tips to Build Resilience with Campers

This issue brief provides 11 tips for building resilience with those attending summer camp. It highlights the importance of relationships with peers and adults, building frustration tolerance, confidence, and patience, and encouraging effort and improvement over winning. These tips are relevant for any afterschool or summer program.

Summer Programs and the Child Care and Development Fund (CCDF)

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. A basic introduction to the CCDF program is followed by a resource list of links to provide information to summer programs.  These online resources will help summer programs learn more about their eligibility to serve children whose families use subsidies to pay for their summer child care. Este documento también está disponible en español.

Combining Resources to Support Quality Out-of-School Time Programs

The Child Care and Development Fund (CCDF) is the largest national child care subsidy program used to support low-income families, yet these subsidies are only one part of the funding picture. In fact, more than 100 federal funding sources can be used to support out-of-school time care. Families and programs often rely on a variety of different public and private funds to make ends meet.