Journal article

Supporting Youth with Special Needs in Out-of-School Time: A Study of OST Providers in New Jersey

Through a survey, this research study explored what Out-of-School Time (OST) program staff need in order to feel better prepared to support the inclusion of school-aged children with special needs in their programs. Results indicated that professional development on inclusion is key to success. These findings can inform policy and programmatic decisions on professional development.

Positive Change Through a Credential Process

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. 

Creating Holistic Partnerships Between School and Afterschool

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 article would be helpful to OST system builders as well as practitioners/programs looking to enhance their relationships with schools.

Youth Thrive: A Framework to Help Adolescents Overcome Trauma and Thrive

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. The examples rely on strong relationships and strategies based on neuroscience to alleviate the effects of trauma and especially to guide youth in foster care. This resource supports resilience.

Think Summer

This article presents recommendations from the RAND Corporation report, "Getting to Work on Summer Learning."  Specifically, it focuses on those recommendations related to the hiring and training of teachers for school district-run summer learning programs. To ensure a successful summer, the report and article emphasize the need for districts to begin planning by January, to hire early, and to provide professional development and coaching for teachers.