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.
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.
Both the formal and informal education communities are increasingly focused on fostering opportunities for social and emotional learning (SEL) and the link between SEL and youth outcomes. There is a growing evidence that the social and emotional competencies youth develop while in afterschool programs can contribute to their success in school and life. As a result, afterschool program staff must understand the most effective strategies to promote the development of social and emotional competencies in youth. They must understand, too, how to build and improve their own social and emotional competencies.
This self-reflection tool focuses on five social and emotional competencies, including self-awareness, self-management/emotion regulation, social awareness, relationship/social skills, and responsible decisionmaking. The tool is designed to help afterschool program staff reflect upon their own social and emotional competencies and their ability to support young people’s SEL through program practices.
In collaboration with research partners at the University of Connecticut, P21 has just released a research series on key aspects of conceptualizing, developing, and assessing each of the 4Cs of Communication, Collaboration, Critical Thinking, and Creativity. The briefs outline findings from research about what we already know, what we need to know, and what we can do to embed 4Cs into practice.
What are the key issues affecting girls today in the U.S.? What approaches can afterschool programs employ to best support the success of boys, specifically boys and young men of color? We’ll begin to address these large-scale questions in a new ongoing webinar series focused on gender-specific programming in afterschool.
The series kicks off with an overview of data on the state of girls and delves into afterschool programming developed to address girls’ specific needs. Guest speakers will discuss a recent report highlighting key issues and major trends affecting girls in the U.S., as well as share research-based programming developed to support girls’ growth and development academically, socially and emotionally. In subsequent webinars, we’ll address gender inequality within STEM education, share practical tips from program providers and discuss best practices.
Literacy is fundamental to one’s learning, growing and comprehension of the world. Yet, when looking at students’ reading test scores as an indicator of U.S. students’ aptitude in literacy, more than 6 in 10 students at the elementary, middle and high school levels are less than proficient in reading.
Afterschool programs hold infinite potential to provide the additional supports necessary to ensure that students are equipped with the literacy skills they need in school, in careers and in life. Hear from three afterschool programs that are providing integral literacy supports to their students by building on their students’ school-day lessons and finding engaging, fun and innovative activities to inspire their students and place them on the road to become lifelong learners.
As interest grows in how children’s attitudes, skills, and character contribute to their long-term success, the University of Chicago Consortium on Chicago School Research (CCSR) has recently synthesized what is known about these so-called “noncognitive” and cognitive factors – how children develop them, how they interact, at what developmental stages, and in which settings.
Researchers from CCSR will discuss the findings of their newly released report funded by The Wallace Foundation that provides evidence from child/youth development, cognitive science, psychology, and learning theory that educators, out-of-school time practitioners, policymakers, and funders can use to ground their work in a firm understanding of important goals for human development. It also aims to help schools and OST professionals think about how to design adult practices and youth experiences to reach those goals.
With many cities showing an interest in afterschool system building and research providing a growing body of useful information, this Wallace Perspective offers a digest of the latest thinking on how to build and sustain an afterschool system, and the challenges and opportunities that lie ahead for this promising work. The report (a follow-up to a 2008 Perspective) focuses on the four components of system building that the most current evidence and experience suggest are essential: