Congress is back from its late summer recess, so it's a good time for an update on federal policy related to social and emotional learning (SEL), especially the learning that happens when school has just begun and young people are looking forward to new opportunities to grow, learn and have fun.
Early childhood is a wonderful time to sparks kids' interest in coding, robotics and engineering.
Over time, there has been an increased value placed on supporting children and youth as a whole in out-of-school time settings, whether through research, policy, or practice.
The National Academy of Sciences (NAS) has released Shaping Summertime Experiences: Opportunities to Promote Healthy Development and Well-Being for Children and Youth, a comprehensive report examining the state of the evidence on summer learning in America.
Inclusion is a topic that tugs at the heartstrings of families and educators.
Many afterschool and summer learning programs are implementing social and emotional learning initiatives, but not all afterschool professionals feel prepared to discuss SEL.
The physical safety of young people is a basic tenet of quality afterschool programs. Because staff and volunteers are key to providing quality programs, a logical—and necessary—starting point is pre-employment background checks.
Afterschool programs have evolved. Today, parents and students alike expect these extracurricular programs to teach soft skills: those required for college admissions and career success.