Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning presents findings from the first two years of the Partnerships for Social and Emotional Learning Initiative (PSELI), a multiyear effort exploring whether and how children can benefit from partnerships between schools and OST programs focused on building social and emotional skills.
In order to successfully and fully support students' social and emotional development, it's crucial for adults in schools and out-of-school time (OST) programs to develop knowledge and skills that will allow them to provide high-quality instruction and create a welcoming climate.
It's no easy feat successfully rolling out multi-site SEL efforts. Program leaders face many challenges along the way, including having an appropriate allotment of time along with school districts facing pressure related to academic instruction and test-based accountability that can often take priority over SEL.
Social and emotional learning has long been shown to be beneficial for young people, and out-of-school time programs are a prime example of where that learning and development takes place. A recent report by the RAND Corporation dives in even further.
Partnerships between schools and out-of-school time (OST) programs are an integral facet to supporting youth development, especially due to the high potential to accelerate children's social and emotional development.
One of the main tenets of youth development is meeting young people where they are—in their development, interests, experiences and spaces. With the ubiquitous use of the internet, cellphones and social media among young people, adults need to consider translating traditional programs to digital technology, to meet youth where they are.
If you've been on a journey to create a more inclusive and diverse programs, you likely already know that equity must be made a priority in all facets of an organization. Difficult conversations, more transparency throughout the organization, and ensuring you're hiring leaders who understand equity and inclusion are critical. But how do you know if your organization truly fosters equity appropriately, if at all? The answers partly lie in conducting an equity audit.
In NAA's Reopening Afterschool Facebook group, members have been asked questions covering a variety of relevant and helpful topics with the goal of offering an exchange of tips between leaders and professionals in the field.
You've heard about trauma-informed practices, but you may not be sure of what they are, the benefits, and how to integrate them into your work. Recently, Dr. Jamie Freeny from the Center of School Behavioral Health at Mental Health of America Greater Houston joined Heidi Ham, Vice President of Programs and Strategy of NAA, to answer questions about supporting young people through use of trauma-informed practices.
When considering professional development topics for afterschool professionals, neuroscience probably doesn't rise to the top. It sounds like something best left to brain surgeons and psychiatrists, perhaps among the few roles afterschool professionals aren't expected to fill.