This in-depth guide to 25 evidence-based programs—aimed at elementary schools and OST providers—offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs. The first of its kind, the guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to out-of-school-time settings, such as afterschool and summer programs.
While not possible to capture every innovative STEM learning story across the country, these articles seek to capture the breadth and depth of the work happening in states and communities and provide powerful testimonials that help make the case for more quality afterschool STEM programs.
The National AfterSchool Association (NAA) puts together Talk Tuesday, which provides out-of-school time (OST) professionals with the resources to host relevant discussions among peers, colleagues, staff, or community leaders. If you… read more →
The Journal of Expanded Learning Opportunities (JELO) is a peer-reviewed, online, open-access publication of the Central Valley Afterschool Foundation. The aim of this journal is to promote scholarship and consciousness… read more →
This is a recorded Afterschool Alliance Webinar, with featured speaker Robert Balfanz, Director of the Everyone Graduates Center at Johns Hopkins University What can networks do to position afterschool as part of… read more →
The White-Riley-Peterson Policy Fellow and AfterSchool Works! NY: the New York State Afterschool Network released a white paper entitled Expanding Learning through School-Community Partnerships: Findings and Recommendations of the Statewide Learning Community. The recommendations are geared towards New York, but still may be relevant to your programs.
This tool is designed for afterschool and in-school staff first to reflect independently on their goals for SEL and think about what is currently being done in each setting to support young people in their social and emotional development, and then to discuss how best to work collaboratively toward a common goal.
The tool is divided into three parts. Part I is for afterschool program leaders or staff to complete. Part II is for the school principal and other relevant school personnel to complete. Part III is for the afterschool and school staff to discuss and collaboratively plan.
This tool is designed for out-of-school time and in-school staff first to reflect independently on their goals for SEL and think about what is currently being done in each setting to support young people in their social and emotional development, and then to discuss how best to work collaboratively toward a common goal.
The tool is divided into three parts. Part I is for out-of-school time program leaders or staff to complete. Part II is for the school principal and other relevant school personnel to complete. Part III is for the out-of-school time and school staff to discuss and collaboratively plan.
The field guide sheds new light on how out-of-school programs can equip teens with valuable social and emotional skills. Inside the guide, readers will find key staff practices drilled down and described for each of the eight programs. The guide also shares narratives from staff and youth that tell the stories of how these programs are making a difference in the lives of young people each day.
Sometimes we think of mentors narrowly as those who sign up through a formal program to spend time with a young person. In addition to these formal mentors, informal or everyday mentors can be any trustworthy adult who offers support, guidance, and encouragement to help young people overcome challenges and become their best selves.
Search Institute’s newest research-to-practice initiative focuses on studying and strengthening the developmental relationships that help young people succeed. A developmental relationship helps young people attain the psychological and social skills that are essential for success in education and in life. Young people can form these relationships with their parents and family members, with their friends and peers, with staff members in their schools and programs, and with caring adults in their neighborhoods and communities. When youth have strong relationships with trusted adults in addition to their parents, they are more able to overcome challenges, engage in school, and thrive in life.
