Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

Candace Evans,Isatou Jatta,Gabriel P Kuperminc,Scot Seitz,Christopher C Henrich,Renita Moore

doi:10.5195/jyd.2021.1063

Candace Evans, Isatou Jatta + Show 4 more

Open Access

https://doi.org/10.5195/jyd.2021.1063

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Abstract

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

Highlights

The COVID-19 pandemic has affected many facets of youths’ lives, including family relationships, peer relationships, and school experiences
After-school programs that largely serve minority and economically disadvantaged youth, especially those that are federally funded through the 21st Century Community Learning Centers grant (Afterschool Alliance, 2014; U.S Department of Education, 2004), may play a role in helping support youth who have been disproportionately affected by the COVID-19 pandemic if they can continue to offer some form of programming
Description of Virtual Programming Program directors for eight 21st Century Community Learning Centers (CCLC) grantees completed surveys describing how their sites shifted to providing virtual programming following the school closures

Summary

Introduction

The COVID-19 pandemic has affected many facets of youths’ lives, including family relationships, peer relationships, and school experiences. The closing of schools, cancelling of events, and social distancing restrictions enforced due to the COVID-19 pandemic caused significant disruption to many youths’ lives These disruptions have affected young people’s mental health through challenges to parent–youth relationships, instability of schedules, high distraction, and isolation from friends (Authentic Connection, 2020; Ellis et al, 2020). After-school programs that largely serve minority and economically disadvantaged youth, especially those that are federally funded through the 21st Century Community Learning Centers grant (Afterschool Alliance, 2014; U.S Department of Education, 2004), may play a role in helping support youth who have been disproportionately affected by the COVID-19 pandemic if they can continue to offer some form of programming. They were able to provide a mixture of in-person and virtual programming for K-12 students

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