This fall, the National AfterSchool Association (NAA) will begin piloting a new national credential grounded in demonstrated youth development practice. This article is the third in a special series that explores the development and features of the credential.

The National Youth Development Foundational Practices Credential is designed to recognize the real-world practices that shape high-quality youth development experiences every day.

But what does that actually look like in practice?

At the center of the model are four stackable micro-credentials focused on foundational areas of youth development practice. Together, these micro-credentials create a shared framework for recognizing the skills and practices that youth development professionals use every day to support young people.

The four micro-credentials are:

Creating an Inclusive, Supportive Learning Climate

This micro-credential focuses on how practitioners foster welcoming environments where young people feel respected, included, and supported. It emphasizes relationship-building, belonging, emotional safety, and creating spaces where all youth can fully participate.

Establishing Effective Learning Environments

This area focuses on how practitioners organize space, materials, and time to support engaging and flexible learning experiences. It reflects the behind-the-scenes planning and facilitation skills that help programs run smoothly and support meaningful participation.

Facilitating Purposeful Learning

This micro-credential centers on how practitioners design and facilitate engaging learning experiences with clear goals, accurate content, and opportunities for young people to apply and deepen their learning.

Centering Youth Voice and Choice

This area focuses on how practitioners create opportunities for youth to contribute ideas, make decisions, reflect on their experiences, and actively shape their learning environment.

Together, these four micro-credentials stack into the full Foundational Practices Credential and reflect core areas of effective youth development practice across a wide range of out-of-school time settings.

[Insert credential building-block graphic here]

The credential was intentionally designed around demonstrated practice rather than seat time alone. Instead of requiring a single training pathway or relying exclusively on coursework, practitioners demonstrate competency through authentic youth development practice in action.

Practitioners may demonstrate competency in one of several ways:

• Submitting qualifying observation results using established tools such as the Youth Program Quality Assessment (PQA) or Dimensions of Learning (DoL)
•  Submitting a video demonstration of practice in action.

This structure allows practitioners to demonstrate competency through real-world practice while maintaining shared standards across pathways.

The Foundational Practices Credential is also designed to be training-neutral and flexible. Practitioners may prepare through coaching, professional development, prior experience, employer-supported learning, or existing state and local systems. The goal is not to prescribe a single pathway into the profession, but to create meaningful recognition around shared foundational practices.

Importantly, the credential was built specifically for youth development settings serving school-age youth and teens. While many existing workforce systems have adapted models from other sectors, the Foundational Practices Credential was designed to reflect the unique realities of out-of-school time programs and the day-to-day practices that matter most in those environments.

The credential is also intended to complement — not replace — existing systems already supporting workforce development and quality improvement across states and communities. Its portable structure is designed to help strengthen recognition and consistency across settings while honoring the important work already happening throughout the field.

As pilot efforts begin this fall, NAA will continue refining implementation and learning alongside practitioners, employers, affiliates, and partners across the country.

In our final installment, we’ll look ahead to the pilot phase and explore what this work could mean for the future of the youth development profession.

Learn More About the Foundational Practices Credential]

Click to read Part 1 and Part 2 of this special series.

This summer, we launched a special four-part series exploring one of the most important conversations shaping the future of the out-of-school time field: the development of NAA’s Foundational Youth Development Practices Credential.

Across the first three stories, we've examined why credentialing matters for the OST workforce, what we learned from a national landscape analysis, and how practitioners, employers, state leaders, and partners helped design a credentialing system that recognizes demonstrated youth development practice. Together, these stories highlight a growing movement to strengthen career pathways, elevate the profession, and create a more portable and equitable way for youth development professionals to showcase their skills.

If you missed any of the articles, we invite you to catch up:

• Story 1: A New Chapter for the Youth Development Profession
• Story 2: Shaped by Practice, Built for the Profession
• Story 3: How the Foundational Practices Credential Works

The conversation isn't over yet. Next week, we'll publish the fourth and final installment, which looks ahead to pilot testing, implementation, and what it will take to bring this vision to life. We hope you'll join us as we explore how a national credential could help advance and professionalize the youth development workforce for years to come.

For years, the National AfterSchool Association has championed the professionalization of the youth development workforce. Through leadership development, professional learning, workforce initiatives, advocacy, and the advancement of professional standards, NAA has worked alongside afterschool professionals and leaders across the country to elevate youth development as a respected and essential profession. As the leading national network for out-of-school time professionals, NAA has long understood that strengthening the workforce is foundational to strengthening outcomes for young people.

Today, emerging federal workforce priorities suggest that many of the strategies NAA has championed for years are becoming national priorities as well.

The U.S. Department of Education's recently finalized Career Pathways and Workforce Readiness priorities emphasize industry-recognized credentials, work-based learning, apprenticeships, competency-based pathways, and stronger connections between education and employment. Together, these priorities reinforce what youth development leaders have long understood: strong professions require clear pathways into the field, opportunities for advancement, and meaningful ways to recognize professional expertise.

For the out-of-school time profession, these developments create an important opportunity to accelerate the ongoing professionalization of the field and strengthen the case for a national youth development credential.

Federal Priorities Are Aligning with Longstanding Workforce Challenges

Across the country, youth-serving organizations continue to face workforce shortages, recruitment challenges, and high turnover rates. At the same time, demand for afterschool and out-of-school time programs remains strong. These realities have elevated workforce development from an organizational concern to a national priority.

The Department of Education's new framework reflects this shift. Its focus on career pathways, workforce readiness, and industry-recognized credentials acknowledges the importance of helping workers enter professions, develop competencies, and advance in their careers. Notably, the Department emphasizes credentials that lead to employment in high-skill, high-wage, or in-demand sectors, a distinction that is particularly relevant for the youth development workforce, where staffing demand remains high nationwide.

For the OST field, this recognition helps to validate what practitioners and leaders have experienced for years: youth development is not simply a job. It is a profession that requires specialized skills, knowledge, and competencies that directly impact the lives of young people and families.

The Growing Importance of Industry-Recognized Credentials

One of the clearest themes emerging from the Department's priorities is the value of credentials that lead to meaningful employment and career advancement.

This aligns closely with NAA's longstanding commitment to professionalizing the field through standards, professional learning, leadership development, and workforce advancement. As policymakers increasingly focus on credentials as tools for workforce development, the youth development profession has an opportunity to establish stronger, more consistent pathways for professionals entering and advancing within the field.

A national youth development credential could help:

• Establish shared competencies and professional expectations across the field.
• Increase recognition of youth development as a viable and rewarding career pathway.
• Support recruitment and retention efforts by creating clearer advancement opportunities.
• Strengthen workforce quality and consistency across diverse program settings.
• Elevate the expertise and value of youth development professionals among employers, policymakers, and funders.

Just as importantly, a nationally recognized credential can help communicate what those in the field already know: youth development professionals possess a unique blend of skills that deserve recognition as part of a distinct profession.

Work-Based Learning Reflects How Youth Development Professionals Grow

Another significant aspect of the Department's priorities is its emphasis on work-based learning opportunities, apprenticeships, and competency-focused pathways.

These approaches are especially relevant to youth development because professional expertise is often developed through practice. While coursework and training are important, many of the most critical skills in youth development — relationship building, facilitating youth voice, fostering belonging, supporting social-emotional growth, and engaging families and communities — are refined through experience and demonstrated in real-world settings.

This is why NAA's vision for workforce advancement has consistently emphasized professional growth that is rooted in practice. A national youth development credential built around demonstrated competencies and workplace application would align closely with the federal government's growing interest in competency-based learning and workforce readiness. Rather than measuring learning solely by hours completed, it recognizes what professionals can actually do and demonstrate in service of young people.

Creating Stronger Career Pathways

The Department's priorities also highlight the importance of creating flexible pathways that connect learning, employment, and career advancement.

For youth development professionals, this opens the door to stronger connections between out-of-school time, education, workforce development, and related professions. Credentialing can help professionals build portable skills, demonstrate expertise, and pursue advancement opportunities while remaining connected to the youth development field.

Importantly, these pathways can help address one of the profession's longstanding challenges: creating visible opportunities for growth and advancement that encourage talented professionals to build long-term careers in youth development.

NAA's Leadership in the Next Chapter of Workforce Development

The federal focus on credentials, apprenticeships, and workforce readiness is not introducing a new conversation to the OST field, it is amplifying one that NAA and its partners have been leading for years.

From workforce development initiatives and professional standards to leadership programs and advocacy efforts, NAA has consistently worked to strengthen the profession and elevate the role of youth development professionals nationwide. As national conversations increasingly focus on industry-recognized credentials and workforce pathways, NAA brings a unique combination of expertise, relationships, and field leadership to these discussions.

The future of youth development depends on a strong, stable, and recognized workforce. Federal workforce priorities are increasingly reflecting that reality.

For the youth development profession, this moment represents more than a policy shift. It is an opportunity to continue building a profession that attracts talented individuals, recognizes demonstrated expertise, creates meaningful career pathways, and ultimately ensures that every young person has access to high-quality experiences led by skilled and supported professionals.

For additional details on the Department of Education's Career Pathways and Workforce Readiness priorities and their implications for afterschool and summer learning programs, read the Afterschool Alliance's analysis of the announcement. More information on NAA’s National Youth Development Foundational Practices Credential can be found here.

This fall, the National AfterSchool Association (NAA) will pilot a new national credential grounded in demonstrated youth development practice. This article is the second in a special series that explores the development and features of the credential.

When NAA began exploring what a competency-based youth development credential could look like, we knew the process needed to start with the people closest to the work.

Before designing the National Youth Development Foundational Practices Credential, NAA spent time listening to practitioners, employers, affiliates, intermediaries, trainers, and system leaders across the country. Through interviews, focus groups, advisory conversations, and landscape analysis, one message emerged repeatedly: the field wanted meaningful recognition grounded in real youth development practice.

Practitioners spoke about the expertise required to build relationships with young people, create engaging learning experiences, navigate group dynamics, support belonging, and respond to youth needs in real time. Employers described the challenge of identifying and recognizing foundational youth development skills consistently across applicants and staff. State and local leaders emphasized the importance of portability, alignment, and reducing duplication across systems that are already deeply invested in workforce development and quality improvement.

While perspectives varied, there was broad agreement on one thing: any national credential would be valuable only if it reflected the realities of youth development work and strengthened, rather than replaced, the work already underway across the field.

That feedback helped shape every stage of the Foundational Practices Credential’s development.

From the beginning, NAA approached this work with a clear goal: to build a credential that is rigorous and credible while remaining equitable, accessible, and grounded in demonstrated practice. The credential was intentionally designed to recognize what practitioners do with young people every day, not simply the degrees they hold, the hours they complete, or the pathways they have had access to.

Again and again, field leaders raised concerns about the barriers many professionals face when traditional qualification systems rely heavily on formal education, costly coursework, or rigid training requirements. At the same time, practitioners emphasized the importance of maintaining high expectations for quality youth development practice.

The Foundational Practices Credential was designed with both realities in mind. Rather than centering seat time or prescribed training pathways, the credential focuses on observable practice. Practitioners may demonstrate competency using existing observation tools or video evidence capturing youth development practice in action. This approach creates multiple pathways for professionals to demonstrate their expertise while maintaining a strong focus on quality, reflection, and continuous learning.

The field also made clear that alignment matters. Across states and systems, leaders have spent years developing competencies, credentials, registries, quality standards, and professional development supports tailored to their local contexts. Throughout the design process, partners consistently emphasized that a national credential should serve as a connector, not another silo.

That principle remains central to the credential’s design today. The Foundational Practices Credential is intended to complement existing systems by offering a nationally portable framework for foundational youth development practice. It was built to align with widely respected research, assessment tools, and competency frameworks already familiar to many in the field, including NAA’s Core Knowledge, Skills, and Competencies, the Youth Program Quality Assessment (PQA), and Dimensions of Learning (DoL).

Just as importantly, the credential reflects the belief that youth development is skilled, professional work deserving of stronger recognition and clearer pathways for growth.

As pilot efforts begin, NAA will continue sharing updates and lessons learned from practitioners, partners, and participating organizations across the country. Those insights will help strengthen implementation and ensure the credential continues to reflect the realities, strengths, and diversity of youth development practice nationwide.

In our next installment, we’ll take a closer look at how the Foundational Practices Credential works and explore the four foundational practice areas at the center of the model.

Learn More About the Foundational Practices Credential

Click to read Part 1 of this special series.

This fall, the National AfterSchool Association (NAA) will begin piloting a new national credential grounded in demonstrated youth development practice. This article is the first in a special series that explores the development and features of the credential.

Youth development professionals create spaces where young people build confidence, discover new interests, develop critical skills, and experience a sense of belonging. Every day, practitioners across out-of-school time programs make countless intentional decisions that shape learning, relationships, and opportunities for young people.

Yet for too long, the systems surrounding this work have struggled to consistently recognize the depth of practice and expertise that youth development professionals bring to their roles.

That is exactly what NAA and partners across the field are working to change. This fall, the National AfterSchool Association will launch pilot efforts for the National Youth Development Foundational Practices Credential, a competency-based credential designed to recognize demonstrated practice in real youth development settings.

The Foundational Practices Credential represents the next phase of NAA’s Thriving Workforce Initiative, a multi-year national effort to strengthen job quality and professional pathways across the out-of-school time field. Developed through extensive collaboration with practitioners, affiliates, employers, intermediaries, training organizations, and system leaders, the credential is grounded in a simple but powerful idea: youth development professionals deserve meaningful recognition for what they can do, not just the degrees they hold or the hours they complete.

For many professionals in the field, the skills that matter most are the ones least likely to appear on a transcript. Creating welcoming environments. Building trust. Facilitating meaningful learning. Supporting youth voice and belonging in real time. These are highly skilled practices that directly shape program quality and youth experiences every day, and the Foundational Practices Credential was designed to authentically, equitably, and consistently recognize them.

Rather than relying solely on seat time, formal education pathways, or written assessments, the credential focuses on demonstrated practice. Practitioners may show competency through existing observation tools or by submitting video evidence of their work in action. The goal is not to create another barrier, but to build a pathway that is accessible, rigorous, and grounded in the realities of youth development practice.

This work also reflects NAA’s broader commitment to addressing the “paper ceiling” that too often limits access to advancement for skilled professionals whose expertise has been developed through practice, relationships, cultural knowledge, and lived experience. By centering demonstrated practice, the credential aims to create a more equitable approach to professional recognition while strengthening quality and consistency across the field.

Importantly, the Foundational Practices Credential is designed to complement — not replace — the important work already happening across states and systems. Throughout our design process, practitioners and system leaders consistently emphasized the importance of alignment, portability, and reducing duplication. The result is a credential framework intended to work alongside existing quality systems, professional development efforts, and state credentials while offering a nationally portable recognition of foundational youth development practice.

The credential is built around four stackable micro-credentials representing core areas of effective youth development practice:

• Creating an Inclusive, Supportive Learning Climate
• Establishing Effective Learning Environments
• Facilitating Purposeful Learning
• Centering Youth Voice and Choice

Together, these foundational practices reflect the daily work youth development professionals do to create engaging, supportive, and meaningful learning experiences for young people.

The Foundational Practices Credential is housed within NAA’s existing Professional Credentialing System (NAAPCS) and builds on years of national workforce development efforts led by NAA and its partners. The work draws from widely respected research and frameworks, including NAA’s Core Knowledge, Skills, and Competencies, the NAA Code of Ethics, the Youth Program Quality Assessment (PQA), Dimensions of Learning (DoL), and broader youth development research.

Supported by funding from the Wallace Foundation, pilot efforts begin this fall. NAA will continue sharing updates, lessons learned, and insights from practitioners and partners participating in the process. The pilot will help refine implementation, strengthen alignment across systems, and ensure the credential remains responsive to the realities of diverse youth development settings nationwide.

This work is about recognizing what youth development professionals already know: this work requires skill, intention, and expertise. The Foundational Practices Credential is one step toward building a field where that expertise is more visible, more portable, and more consistently valued. We’re excited to keep building alongside the field as this work moves into its next phase.

Learn More About the Foundational Practices Credential

NAA members will continue to receive early updates and insights as this work progresses.

As conversations about workforce development continue across the out-of-school time field, one thing has become increasingly clear: the field is ready for a nationally recognized, practice-based credential that reflects the realities of youth development work.

Developing a national credential, however, is only part of the work. Equally important is ensuring the effort is grounded in the realities, relationships, and systems that shape youth development practice. For a credential to have lasting meaning, it must be supported by an organization deeply connected to both frontline practice and the broader OST ecosystem.

That is where the National AfterSchool Association is uniquely positioned to contribute.

Field Expertise Grounded in Practice

As the leading national professional association for those who work with and for young people during out-of-school time, NAA brings together practitioners, researchers, employers, state leaders, and intermediary organizations from across the country. That broad reach gives the organization a unique understanding of what effective youth development practice looks like in real-world settings, from afterschool and summer programs to community-based organizations and youth-serving systems.

Over time, NAA has helped establish many of the frameworks and competencies that guide the field today. Through resources such as the Core Knowledge and Competencies, the organization has worked to ensure that youth development standards are informed not only by research but also by practitioners' lived experiences and expertise. The National Foundational Youth Development Practices Credential builds directly on that foundation.

Establishing Shared Standards Across a Diverse Field

One of the defining strengths of the OST field is its diversity. Programs operate in different settings, serve different communities, and respond to a wide range of local needs and funding structures. At the same time, the field benefits from having a shared understanding of what high-quality youth development practice looks like across contexts.

NAA has long played a role in helping establish that shared foundation while still allowing flexibility for local adaptation. The credential reflects that same balance. It is designed to be rigorous, equitable, and relevant across urban, suburban, rural, and tribal communities while respecting the unique strengths and realities of each setting.

Rather than creating a one-size-fits-all model, the credential aims to provide a common language for foundational practice, supporting greater consistency and recognition across the field.

Connecting Competency, Training, and Assessment

For many youth development professionals, workforce systems can feel disconnected. Competency frameworks, professional learning opportunities, hiring expectations, and credentialing efforts are often developed separately, making it difficult to navigate clear pathways for growth and advancement. NAA is well-positioned to help bridge those gaps.

A key strength of the organization is its ability to align competencies, professional development, and credentialing into a more cohesive ecosystem. By connecting training directly to job-relevant skills and emphasizing competency-based assessment, NAA’s approach reinforces the practical application of youth development practices while supporting transparent pathways for professional growth.

That emphasis on demonstrated practice is especially important in a field where effective youth work is deeply relational and cannot always be measured through coursework or seat time alone.

Supporting National Alignment and Systems Integration

As a national organization with deep connections across states and sectors, NAA is also positioned to support broader systems alignment. Through relationships with state affiliates, intermediaries, training providers, and workforce leaders, NAA helps connect efforts that might otherwise remain fragmented. This coordination can support greater consistency, portability, and scalability across the workforce while reducing duplication between systems.

Importantly, the proposed credential is intended to complement existing state and local efforts, not replace them. Throughout the development process, leaders across the field have emphasized the importance of creating stronger alignment across systems while honoring the investments and innovations already happening in states and communities nationwide.

Strengthening Career Pathways and Professional Identity

Credentialing is most impactful when it exists within a broader professional development ecosystem. NAA’s existing infrastructure — including professional learning opportunities, convenings, and communities of practice — provides ongoing support for practitioners beyond the credential itself. The Foundational Practices Credential is envisioned as part of a broader, stackable pathway that supports advancement, strengthens professional identity, and contributes to long-term workforce stability.

For many practitioners, this kind of recognition matters deeply. It validates skills that are often undervalued while helping create clearer pathways for growth within the profession.

Credibility, Leadership, and Long-Term Stewardship

Credentials gain meaning when they are supported by trusted institutions that can maintain standards, engage stakeholders, and remain responsive as the field evolves. NAA’s longstanding leadership in workforce development, quality improvement, and professional learning provides a strong foundation for this work. The organization’s national network and cross-sector partnerships also help ensure that the credential remains dynamic, relevant, and informed by ongoing input from the field.

At a time when the OST field is seeking greater coherence, recognition, and sustainability, thoughtful stewardship matters.

Advancing Equity and Access

A central goal of the credential is expanding access to professional recognition. Too often, traditional workforce systems rely heavily on formal degrees or narrow pathways that may not fully reflect the skills and expertise practitioners bring to their work. NAA’s approach emphasizes competency-based recognition, multiple entry points into the profession, and the importance of cultural responsiveness and youth voice within youth development practice.

By focusing on demonstrated practice rather than traditional gatekeeping measures alone, the credential creates more inclusive pathways for practitioners while helping strengthen a workforce that reflects the communities and young people it serves.

Building Infrastructure for the Future of the Field

Ultimately, the significance of this work extends beyond the credential itself.

A nationally recognized credential has the potential to strengthen workforce pathways, support hiring and advancement decisions, improve portability across systems, and reinforce a stronger professional identity for youth development practitioners nationwide. It can also help align investments in workforce development with the skills and practices that matter most for young people.

Most importantly, this effort is about more than creating a new designation. It is about helping build the infrastructure necessary to support a stronger, more connected, and more sustainable youth development profession for years to come.

Learn More About the Foundational Practices Credential

This July, the National AfterSchool Association will convene a select group of leaders from across the country at the historic Johnson Foundation at Wingspread for A Convening on Advancing System-Level Job Quality in Out-of-School Time.

At a moment when conversations around workforce sustainability, retention, compensation, and professional growth are becoming increasingly urgent, this convening is designed to help state and local leaders move beyond fragmented efforts toward more intentional, aligned approaches to job quality in OST.

Across the country, momentum is building. States and intermediary organizations are launching workforce initiatives, integrating job quality into standards and professional development systems, and exploring how policy and funding can better support the OST workforce. At the same time, many leaders are navigating similar questions: How do we connect these efforts across systems? What does meaningful implementation look like? And how do we create strategies that are sustainable, scalable, and responsive to local context?

Rather than serving as a traditional conference, the convening will function as a hands-on working strategy session. Participating teams will spend two days reflecting on the current state of job quality efforts in their communities, learning from peers, identifying opportunities for alignment, and shaping actionable next steps to advance this work.

The convening will bring together leaders representing:

California:

• Team Lead: Lupine Reppert, California School-Age Consortium
• Aleah Rosario, Partnership for Children & Youth
• AJ Frigillana, San Francisco Beacon Initiative
• Wendy Martinez, Expand LA

Palm Beach County, Florida:

• Team Lead: Suzette Harvey, Prime Time Palm Beach County
• Dr. Charles Smith, Prime Time Palm Beach County

Idaho:

• Team Lead: Anna Almerico, Idaho Out-of-School Network
• Andrew Fletcher, Treasure Valley Family YMCA
• Sara Welch, United Way of North Idaho

Illinois:

• Team Lead: Gwyndolyn Moss, Illinois Afterschool Network
• Dr. Arielle Lentz, American Institute for Research
• Maria Guzman-Rocha, Department of Family Support Services

Maryland:

• Team Lead: Ellie Mitchell, Maryland Out of School Time Network
• Crystal Snyder, Maryland Out of School Time Network

Missouri:

• Team Lead: Brad Lademann, Missouri AfterSchool Network
• Ashlee Liska, Missouri AfterSchool Network
• Rebecca Longenecker, Nixa XLT

New Jersey:

• Team Lead: Ebony Grace, NJSACC: New Jersey's Afterschool and Out-of-School Time Professional Network
• Tamika Chester, NJ Department of Education

New York:

• Team Lead: Alli Lidie, New York State Network for Youth Success
• Marc Fernandes, Youth Inc
• Todd Waite, Farash Foundation

North Carolina:

• Team Lead: Elizabeth Anderson, North Carolina Center for Afterschool Programs
• Mary Olvera, North Carolina Community College System
• Kim Keith, YMCA of the Triangle Association

Madison, WI

• Team Lead: Nathan Beck, MOST
• Dominic Davis, City of Madison Community Resources Unit
• Angela Tortorice, City of Madison Child Care Unit
• Katy Petershack City of Madison Community Development Division

Wisconsin

• Team Lead: Jennifer Smith, Wisconsin Out-of-School Time Alliance,
•  Jackie Scott, Wisconsin Partnership for Kids

Hosted at the Johnson Foundation at Wingspread — an iconic Frank Lloyd Wright structure  — the experience is intentionally designed to create space for both structured dialogue and informal connection. The setting itself has a long legacy of bringing together leaders to tackle complex challenges, and this convening continues that tradition through collaborative conversation, thought partnership, and strategic planning.

Importantly, this gathering is not intended to produce a single national model or one-size-fits-all solution. Instead, the convening is grounded in the belief that states and communities are already generating important momentum, and that the opportunity now is to strengthen alignment, deepen learning, and support more coordinated strategies across the field.

While participation in the convening is limited, the learning will not stay at Wingspread. NAA is committed to sharing key insights, emerging themes, and field-facing resources following the convening so that leaders across the OST ecosystem can benefit from the conversations and strategies developed together.

We look forward to sharing more in the months ahead.

The National AfterSchool Association (NAA) is proud to announce the launch of the pilot phase for the National Youth Development Foundational Practices Credential — a major milestone in our effort to strengthen, stabilize, and professionalize the out-of-school time workforce.

For decades, youth development professionals have played an essential role in supporting young people’s learning, belonging, and well-being, yet the field has lacked many of the structures that define recognized professions. While states and local systems have made significant investments in quality standards, competencies, and professional development, there has never been a nationally portable, practice-based credential designed specifically for youth development practitioners working across diverse out-of-school time settings.

Over the past two years, NAA has led a comprehensive national exploration process involving state leaders, intermediaries, practitioners, employers, researchers, and credentialing experts. Through listening sessions, landscape analysis, and design collaboration, one message emerged consistently: the field needs a credentialing approach that recognizes what practitioners actually do with young people in real-world settings. The resulting credential reflects that vision.

Unlike traditional credentials that rely heavily on coursework, seat time, or written assessments, the National Youth Development Foundational Practices Credential is rooted in demonstrated practice. Practitioners earn the credential by showing evidence of high-quality youth development work through observations, performance assessments, and video-based demonstrations. The credential centers four foundational practice areas: creating inclusive learning climates, establishing effective learning environments, facilitating purposeful learning, and centering youth voice and choice.

This demonstrative approach matters. Fundamentally, youth development is relational and experiential work. The ability to build trust, facilitate engagement, create belonging, and support meaningful learning cannot be fully captured through transcripts or training hours alone. By focusing on observable competencies, the credential creates a more equitable and authentic pathway for recognizing practitioner expertise.

NAA is uniquely positioned to steward this work nationally. As the professional association for the out-of-school time field, NAA brings together deep practitioner trust, national reach, strong affiliate partnerships, and a long-standing commitment to workforce development and professional recognition. Importantly, NAA’s existing Professional Credentialing System provides the infrastructure needed to support a scalable, competency-based credentialing model that can align with, rather than replace, existing state and local systems.

The pilot phase will help test implementation across diverse contexts while exploring reciprocity, employer recognition, systems integration, and practitioner experience. More importantly, it represents another step toward a future where youth development professionals are recognized as skilled practitioners within a respected and supported profession.

While the pilot launches soon with our selected organizations, NAA invites partners across the field to engage, learn, and help shape what comes next. Our members and partners will be the first to hear about milestones, beginning with our pilot site selections later this summer. Together, we have an opportunity to build a stronger workforce infrastructure that honors the expertise of practitioners and ultimately improves outcomes for young people nationwide.

Learn More About the Foundational Practices Credential

The Wallace Foundation is shining a spotlight on a critical truth many in the out-of-school time field already know: afterschool professionals are deeply committed to young people but they need stronger support to continue thriving in their roles.

In its recent article, “Why Afterschool Staff Love the Work—and Need More Support,” Wallace highlights findings from the Power of Us Workforce Survey, a national study examining the experiences of more than 7,000 adults working with youth across the country. The results paint a powerful picture of a workforce driven by purpose, connection, and care for young people, while also revealing ongoing challenges related to burnout, compensation, and professional support.

According to the survey, many youth workers entered the field because they wanted to make a difference in the lives of children and teens. Nearly eight in ten respondents reported feeling highly committed to the work, and many described strong personal connections to the communities they serve. The study also found that most respondents value opportunities for professional learning and growth, especially experiences that help them collaborate with peers and strengthen their practice.

At the same time, the article underscores the very real pressures facing the workforce. Nearly half of respondents reported experiencing burnout, and many identified better pay, stronger benefits, and additional support as key factors needed to sustain and strengthen the field. Wallace notes that these findings reinforce the importance of investing not only in programs, but also in the people who make those programs meaningful for young people every day.

As communities continue expanding access to afterschool and summer learning opportunities, this research offers an important reminder: high-quality programs depend on a supported, valued, and stable workforce.

Read the full Wallace Foundation article to explore the findings and learn more about the future of the youth-serving workforce.

Summer is the busiest time for the OST field. It’s also the most challenging season for hiring. It’s a struggle to find and keep great staff, which makes it easy to focus on what is wrong in the workforce. We talk about low wages and burnout. While these are real issues that need our attention, we should also look at what we’re doing right.

Becoming an “employer of choice” means being a place where people actually want to work. It’s about more than just a paycheck. It’s about the culture you build and the support you provide. At the National AfterSchool Association, we created the Job Quality Standards (JQS) to help you delve into these ideas. While we can use these standards to find gaps, this summer let's use them to show off your strengths.

To attract the best talent, you need to stand out. Use the JQS to prove you are a top-tier employer. Here are five ways to use the JQS to show prospective hires that you are an employer of choice.

1. Lead with Transparent and Inclusive Hiring
Your job posting is your first handshake with a candidate. The JQS emphasizes clear and accessible descriptions. Start by being honest about the role. Include the salary range and the expected schedule. Do not make people guess what they will earn.

Focus on skills and knowledge rather than just degrees. Many talented people have incredible life experience. Don’t overlook that experience. When you remove unnecessary barriers, you show you value diversity. An employer of choice makes it easy for the right person to see themselves in the job. Use inclusive language in your handbook and postings. This shows you have built a safe and welcoming space from day one.

2. Prioritize Predictable and Stable Schedules
In the OST field, hours are often a pain point. Many staffers work multiple jobs to make ends meet. They need to know when they are working so they can plan their lives. The JQS calls for stable and predictable scheduling.

An employer of choice respects a worker's time. This means consistent start and end times. It means avoiding last-minute changes whenever possible. If you can offer 15 or more hours a week, say so. When you provide a stable schedule, you provide peace of mind and attract committed staff. That is a huge selling point for summer staff who may be balancing school or other family duties.

3. Create a Culture of Constant Acknowledgment
People stay where they feel seen. The JQS highlights the importance of acknowledgment. That means more than a "thank you" at the end of the summer. It means frequent and consistent praise.

Show potential hires that your organization celebrates wins. Do you have a formal way to recognize achievements? Do you use verbal praise and written commendations? When you highlight the value of your team, people want to join that team. Use your social media to feature your staff’s achievements. Show the world that your professionals are the heart of your mission.

4. Invest in Professional Growth and Mentorship
Young professionals want to know where a job can take them. They are looking for pathways, not just positions. The JQS encourages career development and coaching. Even a summer job can be a stepping stone to a great career.

Be clear about the training you provide. Offer workshops and learning opportunities that build real skills. Mentorship can be a powerful tool here. Research shows that 76% of people think mentors are important, but only 37% have one. When you pair new staff with experienced leaders, you show you care about their future. Mentees are more likely to be promoted and feel satisfied in their roles. That is a cornerstone of an employer of choice.

5. Give Your Workers a Genuine Voice
Top talent wants to contribute ideas, not just follow orders. The JQS focuses on participation and engagement, which means giving staff a say in the decisions that affect them.

An employer of choice listens. Create safe channels for staff to raise concerns or share innovations. Encourage ownership and autonomy in their daily work. When workers feel their voice matters, they become more motivated and loyal. Use surveys and informal chats to measure how your team feels. Then, follow through by actually using that feedback to make improvements.

Quality Jobs Offer Great ROI

Investing in these areas is not just "nice to do,” it’s good for business. When you lead with purpose and quality, trust is strengthened. Consumers are 4.1 times more likely to trust a brand with a strong purpose. Employees are 76% more likely to trust a company that leads with its values. Are you starting to see a pattern?

This summer, don't just post a "Help Wanted" sign. Post a "Join a Team That Values You!" sign. Use the JQS as your checklist to prove it. When you focus on job quality, you create workforce stability, which leads to better programs and better outcomes for kids.

This piece was developed in collaboration with Amy Marquis, communications consultant, Fractional Studio.

Every day across the country, afterschool professionals create the conditions for young people to thrive. They build relationships, foster belonging, and design experiences that support learning, development, and well-being beyond the school day. Yet too often, their contributions go unseen.

That’s why the National AfterSchool Association (NAA) leads Afterschool Professionals Appreciation Week (APAW) each year, a national moment to recognize and elevate the individuals who make out-of-school time (OST) programs possible. This year, APAW is April 20-24, 2026. APAW shines a spotlight on a workforce that is essential to youth success, family stability, and community well-being.

But we know that recognition cannot stop at one week.

Why Recognition Matters

Research and field experience are clear: a strong, stable workforce is the foundation of quality programs and positive youth outcomes. When afterschool professionals feel valued and supported, programs are better able to retain staff, build strong relationships with young people, and deliver consistent, high-quality experiences.

At the same time, the OST field continues to face significant workforce challenges, including low wages, limited career pathways, and high turnover. Recognition is not a solution on its own, but it is a critical part of shifting the narrative, elevating the profession, and building momentum for the investments needed to sustain it.

A Role for Leaders, Funders, and Advocates

Afterschool Professionals Appreciation Week is an opportunity, but it is also an invitation.

Leaders, funders, and advocates play a critical role in ensuring that afterschool professionals are not only celebrated, but consistently supported. This can look like:

• Uplifting afterschool professionals in your communications and public platforms
• Investing in job quality, professional development, and career pathways
• Partnering with organizations to elevate workforce voices and stories
• Embedding recognition into organizational culture throughout the year

Take Action: Share and Amplify

NAA has created a press kit and ready-to-use resources to make it easy to recognize and celebrate afterschool professionals in your networks.

We invite you to:

• Share stories and messages during APAW and beyond
• Highlight the professionals in your community
• Use your platform to elevate the importance of the OST workforce

Access the APAW Press Kit and resources here.

Together, we can ensure that afterschool professionals are not only appreciated, but recognized as the skilled, essential workforce they are — every day of the year.

This article is the first in a series examining the out-of-school time (OST) workforce and the growing recognition that afterschool is childcare — essential to working families, youth development, and a stable economy.

When people talk about America’s “childcare crisis,” they’re often thinking about infants and toddlers. But for millions of families, the gap doesn’t end when school starts, it shifts to the hours after the bell rings.

Out-of-School Time (OST) professionals keep the country running. You help kids learn, grow, and stay safe while their parents work. Yet when national conversations turn to fixing the childcare system, afterschool programs and the professionals who power them are too often left out.

A piece from child and family policy expert Elliot Haspel in The Family Frontier proclaimed: “If you don’t have a plan to build the childcare workforce, you don’t have a childcare plan.”

Haspel, author of Crawling Behind: America’s Childcare Crisis and How to Fix It and Raising a Nation: 10 Reasons Every American Has a Stake in Child Care for All, argues that the childcare system can’t stand without a stable, respected workforce, and afterschool is an often overlooked extension of that system.

A Shared Workforce Crisis

In Wisconsin, more than 6,000 early childhood educators left the field in a single year, roughly a quarter of the state’s childcare workforce, according to the Wisconsin Early Childhood Association. Most didn’t move to other programs, they left the field entirely — often for better-paying jobs in retail or manufacturing.

In the OST field, turnover is just as high, and sometimes even higher. The National AfterSchool Association’s Job Quality Standards report that yearly turnover may reach 40%, with 27% of full-time staff and 53% of part-time staff holding second jobs just to make ends meet.

That’s not just a workforce problem. It’s a quality problem.

High turnover makes it harder to build trust with kids and families. It drains program leaders who spend their energy hiring and training instead of mentoring or innovating.

When we talk about “quality” in afterschool, we can’t just mean curriculum, activities or ratios. We have to mean job quality: the pay, benefits and professional respect that allow people to stay and grow in the work they love.

Why This Matters to You

If you’re an OST professional, you already know what your work means. You help students find confidence, connection, and creativity. You make sure families can work knowing their kids are safe and supported.

But here’s the question: Who’s making sure you have what you need to succeed?

The National AfterSchool Association’s Job Quality Standards were designed with that in mind. Built with input from afterschool professionals across the country, they define what “a good job” really looks like in our field. The framework includes four pillars: Core, Support, Opportunity and Voice. These components set expectations for fair pay, growth opportunities, supportive leadership and inclusive workplaces.

These Job Quality Standards aren’t just for policymakers or administrators. They’re for you. They give you language to advocate for yourself and your team, to show that investing in staff stability is essential.

Because when you can say, “Here’s what a quality job looks like, and here’s why it matters for kids,” you shift the conversation from goodwill to professionalism.

Shifting From Early Childhood to Afterschool

Haspel’s warning about the childcare system applies directly to OST. He argues that we can’t expand programs or improve access without first investing in the workforce. Otherwise, we’re “building on sand while the tide is coming in.”

That phenomenon is exactly what many afterschool programs are facing today. Demand keeps growing, but staffing can’t keep up.

According to the Afterschool Alliance’s America After 3PM report, parents of nearly 30 million children want them in afterschool, but more than three in four children are missing out. That’s millions of young people who can’t access enrichment, mentorship and care.

Imagine what could happen if afterschool was fully recognized as a vital part of the childcare system, not an afterthought but an equal partner. That would mean real funding for job quality, professional development and career pathways. It would mean that working in afterschool could be a sustainable, respected profession rather than just a steppingstone.

What’s In It for You and the Field

Here’s what a focus on job quality means for OST professionals like you:

• Professional respect: When national childcare policy includes afterschool, your work gains visibility, credibility and investment
• Career growth: Job quality frameworks create pathways for advancement, credentialing and leadership — so you can build a career, not just hold a job.
• Workplace stability: Better compensation and support mean lower turnover, stronger teams and more time doing the work that matters.
• Program quality: When staff stay, kids benefit. Continuity builds trust, consistency and community.

Haspel’s message is clear: A workforce that’s underpaid and undervalued can’t sustain a system that families rely on. Afterschool professionals know this conundrum firsthand. You show up every day because you believe in kids. Now it’s time for systems and policies to believe in you.

Building a Real Plan

At the National AfterSchool Association, we believe a real plan starts with job quality. Through our Thriving OST Workforce Initiative, we’re working with state affiliates, advocates and partners to advance policies and funding that improve wages, benefits and professional development opportunities across the field.

Our goal is simple: Make sure every afterschool professional, from program assistants to executive directors, can build a stable, respected career. We recognize that when professionals thrive, programs thrive. And when programs thrive, kids thrive.

The Bottom Line

If you work in afterschool, you’re already part of America’s childcare solution. You keep families working, communities strong, and young people learning and growing long after the school day ends.

But we can’t build a stable system on goodwill alone. A serious childcare plan must include afterschool — and that means investing in the professionals who make this work possible. Job quality, professional respect, and sustainable career pathways aren’t “nice to have.” They are the foundation of access, quality, and impact.

This article is the first in a series exploring what it will take to build a thriving out-of-school time workforce — from job quality and compensation to policy alignment and long-term career growth. In the weeks ahead, we’ll continue digging into how afterschool professionals, leaders, and advocates can help move this conversation from the margins to the center.

These conversations don’t just live on the page. They’re happening in real time with professionals across the country — including at the National Afterschool Association’s National Convention, where afterschool leaders, practitioners, and partners come together to learn, share, and shape the future of the field. The Convention is a space to connect policy to practice, elevate the workforce, and build momentum for the changes our profession needs.

If afterschool is going to be fully recognized as childcare, this is the moment — and this is the community — to help make it happen.

This piece was developed by National AfterSchool Association Chief Operating Officer Gina Warner in collaboration with Amy Marquis, communications consultant,

OST programs have changed dramatically in recent years, and the demand for them has only grown. According to a 2025 Afterschool Alliance study, parents of nearly 30 million children want access to afterschool programs, yet 22.6 million youth still lack access. A new update to the National Academies’ landmark report, Community Programs for Youth Development (“The Blue Book”), explores how the field has evolved and what it will take to meet this moment.

The report highlights three major shifts: programs have become more varied in their settings and populations served; culturally responsive programming is increasingly recognized as central to quality; and while public and private investments have grown, demand continues to outpace supply.

Research continues to affirm what practitioners know: high-quality OST programs provide safe, structured environments where young people build relationships, explore interests and careers, develop life skills, and receive academic support. Strong programs are grounded in clear goals, meaningful family engagement, continuous quality improvement, and, critically, a supported and skilled workforce.

That workforce is essential. As NAA’s own CEO Gina Warner notes in the article, strengthening the field means valuing youth workers’ expertise and investing in leadership and career pathways. While 62% of youth workforce professionals report being driven by purpose, many also cite burnout and the need for better compensation and benefits. Sustainable funding is more than just supporting operations. Rather, true sustainability is also predicated on programs attracting and retaining talented staff.

The Wallace Foundation also underscores the importance of evidence-based practices and updated cost data to help funders and policymakers understand the true investment required for quality and access. With pandemic relief funds expiring, long-term systems and coordinated policy solutions are more urgent than ever.

Read the full Wallace Foundation article to explore the research, insights, and recommendations shaping the future of OST.

Last week, NAA CEO Gina Warner and COO Heidi Ham led a webinar introducing our latest member resource, The Out-of-School Time Leader’s Guide to Establishing Sabbaticals for Sustainable Leadership.

In afterschool and out-of-school time (OST) work, professionals give deeply of their time, energy, and creativity to cultivate environments where young people can thrive, take on challenges, and develop confidence and capabilities.

For these leaders and employees, sabbaticals offer far more than personal rest. Studies show they enhance managerial skills, build confidence, and increase self-clarity among employees returning to work. Sabbaticals reduce burnout, reward longevity, and support leadership development by enabling other staff to step into new roles in a safe and developmental way.

The guide contains practical resources for drafting and implementing a sabbatical policy for your organization as well as tips for making the most of your planned time away, including:

• Talking points to advocate to your board
• A draft sabbatical policy to adapt for your organization
• A sample sabbatical request form to guide the process
• A sample out-of-office message that sets expectations and underscores the value of job quality in OST
• Reflection questions to help you make the most of your time before, during, and after your sabbatical

Access the Guide

Missed the webinar? Watch the recording to hear Gina provide a behind-the-scenes look at how NAA created and implemented its sabbatical policy, including practical steps for preparing teams and ensuring continuity during an employee’s time away. Heidi reflected on her own recent sabbatical experience, sharing both the planning process and the personal and professional insights she gained.

Watch the Webinar Recording

The Out-of-School Time Leader’s Guide to Establishing Sabbaticals for Sustainable Leadership is a member-exclusive benefit. Need to check the status of your membership? Log into our member portal or check out membership options.

Across the out-of-school time field, professional learning and recognition are evolving. In recent conversations, partner interviews, and collective planning around NAA’s forthcoming Foundational Youth Development Practices Credential, one theme is clear: professional development is no longer just about seat time. Rather, practitioners and programs are seeking demonstrated skill, quality practice, meaningful growth, and recognition.

Over the past 18 months, NAA has gathered insights from extensive meeting notes, conversations, and field feedback. Eight key trends have emerged that reflect the direction of OST professional learning and recognition, noting what’s most needed to strengthen a thriving, equitable workforce.

1. Competency Over Completion: The field is shifting toward validating what educators can do, not just how many hours of training or experience they’ve completed.
   
   
2. PD Embedded in Continuous Quality Improvement: Quality improvement tools and PD work best when they’re aligned, creating feedback loops through coaching, reflection, peer learning, and celebration of key milestones.
   
   
3. Layered, Accessible Pathways: From entry-level to leadership, PD should be flexible, portable, and connected to real career growth.
   
   
4. Portability and Marketplace Models: Practitioners seek training that is recognized across states, employers, and systems, making equity and recognition key priorities.
   
   
5. Coaching as the Bridge: Learning supported through coaching, working together to meet goals, and recognizing success, leads to sustained practice change and higher-quality experiences for youth.
   
   
6. Evidence of Impact: Decision makers are seeking clear connections between PD, workforce stability, and youth outcomes.
   
   
7. Equity and Sustainability: Building PD that is affordable, affirming, and accessible is essential to retaining and empowering the OST workforce.
   
   
8. Technology and Delivery: Digital-first, modular, and interactive formats are meeting staff where they are and supporting learning that sticks.
   
   

These trends reflect a growing consensus: professional learning should be practical, inclusive, and embedded in the daily work of serving young people. As NAA continues to shape the Foundational Youth Development Practices Credential, these insights are helping ensure it reflects the realities and aspirations of the OST workforce.

Stay tuned for more updates on the credential and how it will help define, elevate, and connect foundational practice across the field.

Have you ever wondered if your dream job hasn’t been invented yet? Jade Walters, a multi-hyphenate marketer, consultant, and creatorpreneur, invites us to imagine exactly that in her TEDx Talk, I Have a Career I Made Up. Here’s How You Can Too.

In this inspiring 15-minute talk, the speaker shares her journey of navigating a non-linear career, from pursuing a career in healthcare to becoming a thriving founder and marketer. Her story offers powerful lessons for young professionals in youth development who aspire to meaningful, creative, and purpose-driven careers.

Watch the video and then read about the connections to your career in youth development here.

1. Create the Role You Wish Existed

Early in the talk, Jade reminds us that “your dream job might not exist yet—and that’s because you’re meant to create it.” For many in the youth development field, this is a liberating idea. The world of out-of-school time and youth leadership is evolving rapidly, and innovation often comes from professionals who reimagine how they can serve youth, families, and communities. Whether it’s developing a new mentorship model, launching a social enterprise, or blending art, education, and advocacy, Jade’s message is clear: don’t wait for permission to pursue what you love, build it.

2. Embrace the Nonlinear Path

Jade highlights that careers rarely follow straight lines, noting that each pivot is a learning opportunity. Nowhere is this more true than for those in the youth development field, which is why this resonates deeply. As a youth development professional, your journey may take you from direct service to policy, from program management to entrepreneurship, or from local leadership to national advocacy. Each turn adds perspective and skills that prepare you for the next chapter.

3. Take Ownership of Your Career

Jade says, “Don’t wait for opportunities, create them. If no one invites you to the table, build your own,” emphasizing that ownership is everything. Taking ownership is a vital mindset for emerging leaders who want to shape the future of the youth development field. Proposing a new project, applying for a fellowship, or establishing a professional network, self-driven initiatives often open doors that others overlook.

4. Redefine Success Through Three Mindshifts

In the final section of her talk, Jade shares three transformative ideas:

• You are the lead designer of your career.
• You are on your own timeline.
• It’s okay to be multi-passionate.

These affirmations are significant for those just beginning their professional journeys. The youth development field thrives on creativity and connection. Embracing multiple passions can lead to unique, fulfilling pathways that align with your values and strengths and fulfill a community need.

5. What This Means for You

Jade’s journey is a call to action for young afterschool and youth development professionals:
Be bold, be curious, and build a career that reflects who you are and what you believe in. The world needs your ideas, innovation, and authenticity.

So, if your dream job doesn’t exist yet—maybe that’s because you’re the one who’s meant to create it.

Each year, the National AfterSchool Association shines a spotlight on the young professionals who are redefining what’s possible for the afterschool and youth development field. The Next Generation of Afterschool Leaders honors individuals whose vision, creativity, and commitment are transforming programs, empowering teams, and strengthening communities across the country.

Opening Monday, November 3, and closing Friday, December 5, 2025, the nomination period for the 2026 Class of Next Generation of Afterschool Leaders is an opportunity to recognize and invest in the people who represent the field’s most promising future.

All 30 years of age or younger, these honorees are not only leading dynamic programs, they are advancing the systems and ideas that will sustain afterschool for years to come. They:

• Actively champion initiatives that elevate the afterschool profession and expand access for all youth
• Influence organizations, networks, and communities through authentic leadership and collaboration
• Model persistence, curiosity, and care in their growth as leaders and in developing others
• Demonstrate strong alignment with NAA’s Core Knowledge, Skills, and Competencies (CKSCs) at the Apply level and beyond

As part of this national recognition, honorees receive complimentary NAA membership, registration to NAA26 Convention, and access to tailored leadership development and mentoring opportunities. Their stories will be shared in the Spring 2026 issue of AfterSchool Today and across NAA’s digital platforms, elevating their voices and amplifying the innovative work happening throughout the field.

NAA is deeply committed to ensuring that these emerging leaders reflect the diversity, equity, and lived experience of the communities they serve. Nominations of Black, Indigenous, and other emerging leaders of color are especially encouraged.

For funders, policymakers, and advocates, the Next Generation of Afterschool Leaders initiative represents more than a recognition program; it’s a strategic investment in leadership capacity. By cultivating and connecting young leaders, NAA is helping build a sustainable and inclusive pipeline that will guide the afterschool field through the challenges and opportunities ahead.

Do you know a rising professional whose leadership is already making a difference? Nominations open November 3, 2025.

Learn More Today.

The newly released America After 3PM 2025 report from NAA’s strategic partner the Afterschool Alliance paints a vivid picture of both progress and persistent inequity in the nation’s afterschool landscape. The findings are clear: demand for afterschool programs is at an all-time high, yet millions of families, particularly those with low and middle incomes, still cannot access the opportunities they need.

According to the fifth edition of the AA3 report, parents of nearly 30 million children want afterschool programs for their kids, but three in four of those children — 22.6 million nationwide — don’t have access. The reasons are as consistent as they are troubling: cost, availability, and accessibility remain insurmountable barriers. Families report difficulty finding programs they can afford, safe transportation, and options within their communities.

Despite these challenges, parents overwhelmingly recognize the value of afterschool. More than 80% say programs help children stay active, develop critical life and leadership skills, and support mental health. For parents themselves, afterschool programs are a lifeline. Four in five say they help them keep their jobs, reduce stress, and be more productive.

But behind these numbers is another story: one about the workforce that makes all of this possible. The report highlights the urgent need to invest in the professionals who run afterschool programs. More than 90% of parents cite caring, knowledgeable staff as the top factor in choosing a program, yet providers across the country struggle to recruit and retain staff amid low wages and limited resources. Sustaining and strengthening this workforce is essential to expanding access and ensuring quality for all families.

As the National AfterSchool Association continues our work to elevate, connect, and support the afterschool profession, this data reinforces what we already know: afterschool works because afterschool professionals do. Addressing affordability and access must go hand-in-hand with investing in the people who bring these programs to life every day.

This year’s NAA Convention will also feature a special collaboration with the Afterschool Alliance, bringing new opportunities to elevate policy, advocacy, and systems-building efforts. Whether your work touches programs directly or focuses on research, philanthropy, or public policy, NAA26 will be the place to connect with changemakers and gain insights into the trends shaping the afterschool field. Together, we’ll explore how to translate the findings of America After 3PM 2025 and other current reporting into meaningful action, strengthening our collective voice and advancing a future where every young person has access to quality afterschool opportunities.

Together, we have an opportunity to turn data into action. The story told by America After 3PM 2025 is a call to renew our collective commitment to the afterschool field. Every statistic points to a single truth: when afterschool programs thrive, families, communities, and economies thrive too. By centering equity, investing in the workforce, and strengthening advocacy at every level, we can ensure that opportunity out of school is a reality for every young person in America.

Each year, the National AfterSchool Association recognizes a new class of young leaders who are shaping the future of the afterschool field. These individuals are passionate, innovative, and committed to advancing our profession far beyond their own programs.

We’re excited to announce that the nomination period for the 2026 Class of Next Generation of Afterschool Leaders will open Monday, Nov. 3, and close Friday, Dec. 5, 2025.

This national honor celebrates individuals age 30 or under (as of Nov. 1, 2025) who:

• Actively engage in efforts that elevate the afterschool field and profession
• Influence organizations, communities, and beyond
• Demonstrate persistence in growing as leaders and developing others
• Show an understanding of NAA’s Core Knowledge, Skills, and Competencies (CKSCs) at the Apply level and beyond

Honorees will receive a free NAA membership, complimentary registration to NAA26 Convention, ongoing leadership development, expanded networking opportunities, and national recognition. They’ll also be highlighted in the Spring 2026 issue of AfterSchool Today magazine and across NAA’s digital channels.

To ensure honorees reflect the diversity of the communities we serve, NAA strongly encourages nominations of Black, Indigenous, and other emerging leaders of color.

Curious what makes a strong nomination? Take a look at the inspiring work of the 2025 Next Generation of Afterschool Leaders.

Do you know a young professional who is ready to be recognized — or are you that person yourself? Don’t miss this chance to spotlight the passion, creativity, and leadership that will carry the afterschool field forward.

Nominations open Nov. 3, 2025. Learn more here.

Across the country, the National AfterSchool Association (NAA) is working with partners to bring the Out-of-School Time (OST) Job Quality Standards to life. One recent example took place in New York City, where NAA joined the Collaborative for Advancing Youth Development to spotlight job quality as a driver of workforce stability and youth outcomes.

At the State of the Sector of Youth Development Conference: Building Pathways to Thriving Careers, held at St. Francis College in Brooklyn, organizers designed and led an interactive activity that set the stage for the day’s conversations. Large-format posters displayed the four pillars of NAA’s Job Design Framework  — Core, Support, Opportunity, and Voice —and participants were invited to reflect on how their organizations measured up in each area. Attendees rated their alignment with the standards and shared open-ended reflections on successes, challenges, and aspirations.

The activity created a visible and collective picture of how youth-serving organizations in New York City are advancing job quality, while also sparking peer-to-peer exchange. Participants included youth workers, nonprofit leaders, city agencies, and funders, underscoring the broad coalition needed to strengthen the OST workforce.

NAA CEO Gina Warner followed with her session, “NAA Job Quality Framework and Job Quality in NYC Youth Services Sector,” affirming that investments in job quality, ranging from fair pay and stable schedules to professional growth and worker voice, are essential to ensuring both workforce sustainability and high-quality youth programs.

The session highlighted that workforce stability is inseparable from program quality and equity, and many participants noted the value of using the Job Quality Standards as both a reflective tool and a catalyst for action.

This spotlight is just one example of how the Job Quality Standards are being activated across the country through NAA’s Thriving Workforce Initiative. By embedding the standards in convenings, assessments, and local dialogues, NAA is equipping the field to transform job quality from an aspiration into a practice that supports professionals, strengthens organizations, and ultimately benefits young people.

Join Every Hour Counts on Thursday, October 30 from 2-3pm ET for a webinar to explore key findings from the Power of Us Workforce Survey, a national study led by the American Institutes for Research (AIR) and commissioned by The Wallace Foundation. With responses from more than 10,000 youth-serving professionals, this cross-sector survey offers a first-of-its-kind look at the workforce that supports young people beyond the school day.

From career pathways to compensation, the survey surfaces vital knowledge about the people at the heart of afterschool and summer programs, including who they are, what they value, and what they need to thrive. Panelists will unpack what the data means for systems leaders, funders, and advocates, and how we can take collective action to better support this essential workforce.

Featuring:

• Aleah Rosario,  Partnership for Children and Youth (PCY)
• Gina Warner, National AfterSchool Association (NAA)
• Dr. Femi Vance, American Institutes for Research (AIR)
• Nanceny Fanny, The Bayview Foundation
• Conversation facilitated by Susan Diaz, Every Hour Counts

Thursday, October 30 | 2–3pm ET

Register here!

We’re proud to see leaders from the National AfterSchool Association (NAA) featured in a recent article from TIME spotlighting how families across the country are struggling to find after-school and out-of-school time (OST) programs. Their voices are helping raise awareness and pushing for action.

NAA CEO Gina Warner provides a clear view of the workforce challenges undermining program stability. She notes that pandemic-era wage boosts helped at first, but now that those funds are fading, lower pay and competition from higher-paying jobs are pulling care workers away. Rising costs and fewer financial cushions make it harder for programs to stay staffed. Warner emphasizes that these labor issues are not peripheral and are in fact central to whether programs can even open their doors.

Meanwhile in Utah, Ben Trentleman, NAA’s Affiliate lead, shares how precisely these challenges look on the ground. He reports that many programs are serving far fewer students than before the pandemic, even as waiting lists balloon: about 80 children wait for every available space in Utah’s after-school programs. He explains that funding shifts have diluted resources and that grants once dedicated to after-school are now stretched thin across many purposes, leaving once-healthy programs scrambling.

What this means for members: your everyday struggles — in staffing, financing, ensuring access — are gaining national attention. This kind of coverage not only spotlights the urgency, it also supports our collective push for better policy and sustained funding. We encourage you to share the article with stakeholders, local officials, funders, and your community. Coverage like this affirms what you experience every day and strengthens the case for the investments and support our field deserves.

As I watched Farm Aid this weekend, board member Dave Matthews gave a shout-out to afterschool programs, and the power of advocacy struck me like never before. For nearly 40 years, Willie Nelson, Neil Young, John Mellencamp, and now Dave Matthews and other artists have raised their voices to protect and support family farmers. They remind us that farming isn't just an occupation, it’s a calling, a community anchor, and a way of life worth preserving.

Their fight for fair treatment, sustainable livelihoods, and recognition mirrors another cause close to our hearts: improving job quality for the out-of-school time (OST) workforce.

The Power of People Who Feed and Care

Family farmers feed our nation, and OST professionals nurture and guide the nation's youth, yet too often, people undervalue this essential work.

1. Farmers battle market pressures, low margins, and policies that favor large corporations.
2.  OST professionals struggle with low wages, limited benefits, and a lack of recognition despite their critical role in child development, family stability, and community well-being.

In both cases, those who give so much receive too little in return.

Advocacy is the Bridge

Farm Aid's rallying cry is clear: when we come together to advocate, we can shift systems, change policies, and strengthen communities. The same is true for OST.

At the National AfterSchool Association, we believe every afterschool professional deserves:

1. Fair compensation for the essential work they do.
2. Access to professional development and pathways for growth.
3. Respect and recognition for their expertise.
4. Supportive workplaces where equity and well-being are prioritized.

Just as Farm Aid amplifies farmers' voices, NAA is committed to lifting the voices of OST professionals. We are calling on policymakers, funders, and communities to invest in job quality so those who nurture our youth can thrive.

Why It Matters

When farmers thrive, communities are healthier, families are stronger, and traditions endure. When OST professionals thrive, young people flourish, families have support, and the future is brighter for us all.

Investing in job quality for afterschool professionals isn't just about fairness — it's about ensuring that millions of children and youth continue to benefit from safe, enriching, and inspiring out-of-school time experiences.

A Shared Movement for Justice

Farmers and OST professionals may work in different fields, but they share the same need for advocacy, dignity, and sustainable futures. Farm Aid reminds us that movements for justice are most powerful when they center the people doing the work—and when we all raise our voices together.

At NAA, we invite you to join us in this advocacy. Like family farmers, OST professionals are vital to the health of our communities and the strength of our nation.

Contributed by Heidi Ham, Chief Operating Officer of the National AfterSchool Association.

In a time when the national conversation is filled with debates about how best to support young people and families, one truth remains clear. Access to safe, enriching, and reliable opportunities outside the school day is essential. Out-of-school time programs, along with schools and other services, play a vital role in strengthening public health and ensuring that children and communities can thrive.

Research shows that when staffed with skilled and knowledgeable professionals, OST programs create many positive experiences and outcomes for youth. These adults committed to keeping the lights on afterschool build relationships with and facilitate social connections among young people, ensure kids are physically active, and have healthy snacks and meals. They provide highly beneficial social, health, and wellness supports.

As a society and a field, as we work to increase the health and well-being of youth, we must also support job quality for the professionals who do the critical work of out-of-school time. Job quality impacts worker recruitment and retention, staff well-being, professional development, and overall program quality. OST professionals create experiences and relationships that benefit young people and their mental and physical health.

Low-quality jobs in our profession impact workforce stability and destabilize families and communities.

If we don’t make changes, as we try to improve public health and support populations out of poverty to better health and better quality of life, we are perpetuating some of the inequitable systems that cause these problems in the first place.

If we can’t attract people to the profession and keep them, we will not be able to provide the services that kids, families and communities need, much less at the most impactful levels of quality. And ultimately, the positive impact is why we do this work.

On October 23 for Lights On Afterschool, throughout the year, and in April during Afterschool Professionals Appreciation Week, consider job quality and support for OST professionals. After all, we can’t keep the #lightsonafterschool every day without #theheartofafterschool!

Learn more about Lights on Afterschool and register your program here.

By Heidi Ham, COO of the National AfterSchool Association

Join the National AfterSchool Association on Tuesday, October 14 at 2 p.m. Eastern for the release of our latest member resource, The Out-of-School Time Leader’s Guide to Establishing Sabbaticals for Sustainable Leadership.

In afterschool and out-of-school time (OST) work, professionals give deeply of their time, energy, and creativity to cultivate environments where young people can thrive, take on challenges, and develop confidence and capabilities.

For these leaders and employees, sabbaticals offer far more than personal rest. Studies show they enhance managerial skills, build confidence, and increase self-clarity among employees returning to work. Sabbaticals reduce burnout, reward longevity, and support leadership development by enabling other staff to step into new roles in a safe and developmental way.

The guide contains practical resources for drafting and implementing a sabbatical policy for your organization as well as tips for making the most of your planned time away, including:

• Talking points to advocate to your board
• A draft sabbatical policy to adapt for your organization
• A sample sabbatical request form to guide the process
• A sample out-of-office message that sets expectations and underscores the value of job quality in OST
• Reflection questions to help you make the most of your time before, during, and after your sabbatical

The webinar is free and open to all, but access to The Out-of-School Time Leader’s Guide to Establishing Sabbaticals for Sustainable Leadership is an exclusive benefit for NAA members. The guide will be released to all current members by Friday, October 17, 2025.

Register Now!

During the webinar, NAA CEO Gina Warner will provide a behind-the-scenes look at how NAA created and implemented its sabbatical policy, including practical steps for preparing teams and ensuring continuity during an employee’s time away.

NAA COO Heidi Ham will also reflect on her own recent sabbatical experience, sharing both the planning process and the personal and professional insights she gained. Their stories will bring the guide to life and offer participants real-world examples to inform and inspire their own organizational practices.