After-school Program Research Articles

Community stakeholder feedback for development of a volunteer-coached behavioral activation for youth in a low-resource community

Youth in low-resource communities have limited access to mental health (MH) services. This exploratory study reports community stakeholder feedback for stressors affecting youth MH and development of a volunteer-coach provided behavioral activation (BA) program for youth in a low-resource community. Eight focus groups with youth (n = 7) and adults (n = 35) were conducted during January-September 2023. Data analysis followed the inductive thematic analysis steps. Participants attributed the high prevalence of youth MH problems to high-pressure environment, lack of support, hopelessness about the future, and negative impact of social media. Youth participants expressed mistrust of MH professionals and were hesitant to endorse a volunteer-coached BA program. They stated the non-professionals will be better than professional therapists but mentioned the stigmatization of mental-health help-seeking and related fear of bullying. Adults were more supportive of the program but pointed out such practical barriers as lack of parental support and availability of youth time due to after-school extracurricular activities. Participants also provided suggestions to increase parents’ buy-in of the program. Stakeholder feedback illustrated multiple challenges for developing and implementing an evidence-based MH intervention program for youth in a low-resource community. MH literacy education and alleviation of stigma about MH help-seeking are essential steps.

The After-School Treatment Program: A School-Based Adaptation of the Summer Treatment Program

ABSTRACT Background Intensive treatments, such as the Summer Treatment Program (STP), were developed to target functional impairments of children with ADHD; however, the STP is limited in that it occurs only in the summer, and families often wish to extend the gains made into the academic year. Implementing treatment in the afterschool setting may reduce logistical barriers for families, as the treatment is embedded within the school which the child attends precluding the need to find time and funds to travel. These programs may be especially important for Latino/Hispanic youth, where both practical and cultural barriers may interfere with obtaining treatment. Objective The goals of the current study were to highlight the components of the STP that were translated to an afterschool treatment program, present the demographics of children served by the program, and include preliminary data based on child- and parent-report. Method The After-school Treatment Program (ATP) was developed in consultation with community stakeholders (e.g. school administrators, teachers) to translate components of the STP to a school-based after-school setting to help ameliorate the mental health gap of children in an elementary school in South Florida. Various components of the ATP were translated from the STP. Many components (e.g., parent training, monitoring treatment progress) were modified in consultation with community stakeholders. Feedback from both children and parents was obtained on how they liked the various components of the program. Results Overall, parents found the program to be helpful in teaching them how to set rules, and children enjoyed the various components and felt welcome at the program. Conclusions Lessons learned include working with community stakeholders to adjust programs, and using a tiered intervention system in school to identify students that have more intensive needs and may require additional assistance in the after-school setting.

Artifacts of Empathy: Cultivating, Identifying, and Assessing Students’ Development and Written Articulations of Empathy in a Community Engagement Course

This research recounts a scholarship of teaching and learning (SoTL) project aimed at facilitating students’ empathic development while also offering ways to identify and assess students’ written expressions of empathy. I ground this work in an exploration of the many processes labelled as empathy and the reasons for including empathy as a course learning outcome. While participating in the Lighted School House program, I explored using progressive, or stacked, writing reflections to help students build, recognize, and articulate their own empathy. I conducted a close reading of final reflection papers in two offerings of a second-year community engagement course (in 2017 and 2019) in which students worked with an afterschool program in local elementary and middle schools. This enabled me to identify features of student writing—the evidence or “artifacts”— that illustrated their understanding of empathy, others’ perspectives, and positionality. To assess the depth and complexity with which students articulated their empathy, I devised a scale to identify these written expressions as novice, intermediate, or advanced. The analysis showed the importance of using an “imagine-other” perspective rather than merely imagining oneself in another’s situation, valuing others to inspire empathic action, and using conversation as a powerful tool for developing empathy. The project points to pedagogical practices that encourage students to employ effective conversation and listening skills in community engagement. This research suggests ways to help students better express their empathy by revising prompts and rubrics to clarify the particular empathic processes targeted and to foster strong writing skills.

The impact of the pandemic on psychophysical well-being and quality of learning in the growth of adolescents (aged 11-13): a systematic review of the literature with a PRISMA method.

This study examines the social impact and psychological effects of the COVID-19 pandemic on the growth of adolescents students, aged 11-13, on well-being and learning. Said review, therefore, will consider all the report of scientific works published since 2020 on the following platforms: SCOPUS, PsycoInfo, and Web of Science. Specifically, the research has selected all studies concerning students aged 11-13. Furthermore, the authors have restricted the scope of the study to two fundamental aspects of the above-mentioned subjects, such as their physical and psychological well-being and didactic learning following the COVID-19 pandemic. The justification for choosing such themes lies in the fact that the SARS-CoV-2 pandemic and the ensuing measures adopted to curb its spread have had -and very likely will continue having- sizable repercussions in the life of each individual, especially in students considered, whose psychological and physical well-being has been considerably affected. In particular, during the peak of the pandemic and its subsequent phases, the various measures issued to limit contagion have completely compromised and disregarded the rights of children and youngsters. Suddenly, leisure, sport, play, relations, and socialization disappeared from their lives. Besides, in the early stages of the pandemic, remote teaching replaced face-to-face teaching, later to become an intermittent system in the red- and orange-labelled areas of the country. Consequently, such measures have severely limited opportunities for learning, growth, curiosity and creating relationships that are typical of both a school and outside environment. Concerning the well-being of the subjects considered, a review of the target literature indicates a wide range of psychological and physical disorders, such as malaise, eating and sleep disorders, addiction to games, internet, alcohol, and drugs. For what regards, instead, the realm of learning, most studies highlight a diminished school performance as the main implication of remote teaching. Furthermore, a remarkable number of studies reveals substantial social inequalities; specifically, students coming from middle class families have managed to maintain higher quality educational standards in a critical context such as the pandemic, while those students coming from socially disadvantaged families have had fewer learning opportunities both in terms of time and range of experiences (due to lack of electronic devices, Internet connectivity, homework, continuity of after-school activities). In summary, if the school system pre-COVID-19 already presented significant limitations in its ability to reduce existing social inequalities, school closures during lockdowns pose enormous challenges in developing effective policies to compensate learning losses and inequalities. Therefore, based on the results shown, the necessity arises of an emergency plan with social and educational objectives to restore those social, emotional, and cognitive abilities that are compromised. In general, it is the responsibility of countries and governments to guarantee the right to education in these difficult times, while avoiding any type of inequalities and establishing a digital learning system, that allows to face situations such as those generated by the Coronavirus, thus preventing those situations of serious anxiety and stress that have affected most subjects.

The Relevance of Off-Campus Activities to the Achievement of College Students

When students finally face the work scene, they practice the theories and teaching methods they have learned in the classroom discussion with teachers, and their learning can be best reflected, which we call off-school activities. In fact, not everything can be studied in the four walls of the classroom. When students begin to explore outside the classroom, they can learn so much during their off-campus activities. In todays education ecology, after-school education activities, as an effective extension and enrichment of school education, are increasingly important, and their forms are more diversified, which accurately meet the diversified learning and development needs of students and parents. However, the rapid development of after-school education is also accompanied by the lack of norms, weak theoretical research and other problems, leading to the confusion in the practical and theoretical levels. The main problems include the vague definition of the nature, the policy system is not perfect, and the management system needs to be improved. Off-campus educational institutions are faced with challenges such as insufficient radiation force, limited resources, and the urgent need for improving facilities and teachers. Especially for college students, the increased participation in extracurricular activities highlights the seriousness of off-campus academic education, but the leading role of public institutions is limited, and the overall participation is insufficient. Therefore, it is very important to explore and solve these problems, to promote the healthy development of college students extracurricular education and to build a perfect theoretical framework of after-school education.

STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

AbstractThis meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

The long-term implications of an after-school STEM mentoring program: the perspectives of former STEM undergraduate student mentors

Developing Servant Leadership through Experience and Practice: A Case Study in Service Learning.

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders.

Extended Learning through After-School Programs: Supporting Disadvantaged Students and Promoting Social Sustainability

After-school programs in Romania are not mandatory, and most of the time, they are funded by parents. In Romania, over 41.5% of students come from disadvantaged families that cannot afford to finance after-school activities. In recent years, there have been only a few free after-school programs for disadvantaged students. Our study aimed to measure the impact of such an after-school program, which mostly uses alternative teaching methods, on several aspects of learning improvement at the level of disadvantaged students in primary and secondary education. The research results revealed a significant improvement in the education of children after they participated in after-school programs for a large range of learning results. Among the intervention actions, mathematical competencies, basic competencies in science and technology, and digital competencies were identified as the main predictors of high learning performance. The results also revealed that a longer length of such programs had a positive effect on educational performance and the socio-emotional development of disadvantaged students. It was also shown that the impact of intervention is more pronounced in the case of young students and adults who followed the “Second Chance” programs. The results support the effectiveness and importance of such projects in promoting holistic and sustainable education and in providing valuable information to decision-makers regarding the impact of after-school programs on the education of disadvantaged people to improve social sustainability.

Is AI the end of Human Creativity

Artificial intelligence (AI) is not the end of human creativity but rather a potent instrument tocomplement and expand it. In contrast to humans, AI is limited in its ability to think creatively, emotionally,and intuitively. Working together with AI, we may take use of its features to automate mundane chores andobtain insights, leaving us more time and energy for creative problem solving. Instead of restricting humancreativity, combining it with AI technology might lead to ground-breaking advances in the arts, sciences,and other creative fields. Participants were 80 secondary school kids (mean age = 15) from variousschools throughout India. The question, How do we sustain life on Mars? was posed to the class. Sixtystudents were responsible for completing this assignment during class time. Twenty pupils participatedin this after-school activity. Study participants' perspectives on the question Is AI the end of humancreativity? were analysed. A content analysis of the students' answers to many essential questionsprovided insight into this issue. The findings show that the students had a firm grasp on four keyconcepts related to artificial intelligence and creativity social, emotional, technical, and learning.

Get Fit! With Math and Lit: Pedagogical Implications for a Newly Developed Physical Activity Program

This article details the development of a physical activity curriculum used in an after-school program for youths. The program, Get Fit! With Math & Lit, employed culturally relevant pedagogies as its guiding framework and the Teaching Personal and Social Responsibility Model to structure its content. This multifaceted framework of the curriculum elevates holistic health considerations of youths to include social, emotional, mental, and physical needs, especially in relation to academic achievement. Particularly, positively engaging youths in physical activity and academics necessitates an integrated approach to instruction. The program utilized multimodal literacies to engage participants in collaborative games, physical exercises, mathematical problems, literacy practices, and reflective discussions. These multimodal literacies can be incorporated into various settings such as middle school classrooms, after-school programs, and physical education contexts. The purpose of this article is to share the curriculum's objectives, content, learning activities, materials, processes, evaluation, and implications.

Perspectives of Rural High School Students Involved in a Multi-Component, After-School Physical Activity Intervention.

After-school physical activity interventions can assist high school students in meeting physical activity recommendations; however, little is known about what kinds of programs work best for students in rural settings. The purpose of this qualitative study was to explore rural high school students' perceptions of a multi-component, after-school physical activity intervention. Interviews were conducted with 10 students who had participated in a physical activity intervention. Thematic analysis was conducted on the interviews. Participants indicated that the intervention provided a supportive and motivating environment through the use of innovative technology and peer relatedness/involvement. Although barriers such as time constraints often prevented them from achieving their weekly goals, students expressed overall satisfaction with the intervention and a heightened self-motivation for physical activity. The qualitative approach provides a greater understanding of the perspectives of rural adolescents participating in a physical activity intervention. Findings can be useful to school nurses and inform the development of future physical activity interventions.

Increases in resilience and school performance among elementary school-aged afterschool participants.

Elementary-school students enrolled in a trauma-informed program participated in a prepost longitudinal study of resilience. The study assesses increases in various components of resilience, the effects of the afterschool program on resilience, and the relationship between resilience and school performance. A shortened version of a reliable resilience survey was developed from Madsen Thompson's Trauma Resilience Scale and administered at students' entry and exit from 3 yearly sessions. The high response rate provided a sample of 103 students, 37 of whom were new students with no ceiling effects. Statistical analysis demonstrated that both contextual and individual resilience increased significantly, with protective components impacting one another. Regression analyses found that the afterschool program supports significantly affected individual resilience increases, and high levels of individual resilience led to increases in school performance. The results suggest that trauma-informed contextual supports may be useful in increasing young students' well-being and closing gaps in academic performance.

Pilot Study Assessing the Baseline Physical Activity and Knowledge of Heart Health of Elementary School-Aged Children in Rural South Carolina and the Impact of an Interactive Educational Program.

This study asked whether, if provided with education on heart-healthy habits, elementary school children in Abbeville, Greenwood, and Saluda counties in South Carolina would retain and desire to implement healthy nutrition and increased exercise. We hypothesized that teaching children about heart-healthy habits would increase their activity levels and improve their desire to be active. This was a longitudinal survey study. Children at local after-school programs were given a pre-survey, the Kids' Activity and Nutrition Questionnaire (KAN-Q), to assess their activity levels, diet, and knowledge of heart health. The children had a 15-minute educational period followed by an interactive program. Students completed the same survey at each of the three sessions. A total of 44 children answered the survey questions at the beginning of each session. Out of the 10 behavioral questions, six indicated a favorable shift towards adopting healthier habits. Whole grain consumption increased to 71% from 32% (p<0.01). Vegetable consumption increased from 39% to 88%, and fruit consumption increased from 68% to 92% (p<0.01). There was a 30% decrease in the consumption of sugary drinks (p<0.01), and a reduction in hours watching television (p=0.05). All four knowledge-based questions had an increase in correct responses across the three sessions (p<0.01). To augment behavior, a dual approach of education on nutrition and exercise leads to improved nutrition choices and exercise habits for primary prevention of cardiovascular risk factors in elementary school-aged children. These habits improve adherence to increased physical activity and better nutrition after school.

A global community-based approach to supporting social and emotional learning

The benefits of social and emotional learning (SEL) are well-documented in the literature, leading to increased advocacy in school settings. In fact, it has been suggested that SEL should be integrated into all aspects of the students’ life–in every classroom, after-school activity, summer program, and beyond. Therefore, contemporary SEL programming must be flexible to meet the specific needs of the school community and be accomplished with diverse resources without imposing additional burdens on educators or schools. Furthermore, a global perspective is essential, with joint ventures among international educational communities to share teaching approaches, cultural values, and resources. We argue for the necessity of a global community-based approach to create a flexible SEL delivery model. We present two distinct SEL programs, bringing multiple international institutions together to provide enriching learning experiences for all. Through continuous communication and feedback gathered from community members, each SEL program focuses directly on what matters and what is needed for each school community at the time of the collaboration. Actively involving all relevant groups (e.g., students, educators, parents, school districts, university faculty, undergraduates, and pre-service teachers), we demonstrate how a global community-based approach can be applied to bring SEL into mainstream educational practice across the world.

Language science outreach through schools and social media: critical considerations

Abstract As researchers who rely on federal funding and community participation, we have an obligation to return scientific knowledge to the community. Our outreach goals are to share information about language development and sensory impairments, introduce language science to future scientists, distribute scientific results accessibly, and illuminate the breadth of what science and scientists look like. We seek to achieve this in two ways: by sharing about language science beyond the ivory tower through short videos on social media and easy-to-read articles on our blog, and through educational outreach. For the latter, in recent efforts we designed and implemented after-school programming for young public schoolchildren, targeting early negative attitudes about STEM abilities. We presented profiles of underrepresented scientists in a range of fields, including language science, and discussed language modalities using observation games to help children appreciate science as a creative process of questions and failure – something they could do, not just “others” who do not look like them. We used the Draw-a-Scientist Task to assess our impact: children’s drawings were more representative after our program. In this article, we explore our missteps, difficulties, and successes.

Exploring the risk of heat stress in high school pre-season sports training, Johannesburg, South Africa.

There is growing concern over the increased risk of heat stress induced by the changing climate, with increased global temperatures expected to exacerbate conditions. Heat stress in school sports is a critically understudied research area in South Africa (SA). As demonstrated by several studies conducted in the global north, the stress elicited by meteorological conditions on students participating in physical education lessons and after-school sports activities could have serious consequences on their health. This paper represents the first research in the region to investigate the risk of heat stress to school students during physical activity. Meteorological data were collected at a school in Johannesburg between March and July, which encompasses the seasons of late summer, autumn, and winter. These were inputted into four heat stress indices: Humidex, Heat Index, Wet Bulb Globe Temperature, and the Universal Thermal Climate Index, together with the measured Wet Bulb Temperature to determine the level of risk of heat stress during physical education lessons and after-school sports activities between March and July. Of the 2700 index scores calculated over this period, 56% indicate some level of heat stress, with almost 6% indicating a high and very high level of risk. Heat stress is calculated to be most likely to occur between 11h00-15h00, and the danger of pre-season training, which takes place in the summer months, is demonstrated by these results. Additionally, this research finds that heat stress is far more likely on artificial surfaces than on natural grass. The findings of this research intimate that school stakeholders should consider the implications of heat stress when considering timetabling and policy-making in the interests of safeguarding their students.

Adult perceptions of mental health access barriers facing youth in rural Washington State: A group concept mapping study.

To explore adult community members' perspectives concerning barriers to mental health care that confront rural-dwelling youth. Group concept mapping, a participatory community-engaged research method, was used. Adult community members brainstormed and sorted statements describing barriers rural youth encounter in accessing mental health services. Point and cluster maps were created to visualize conceptual similarities between statements. Statements were rated according to their commonness and importance (1: low commonness/importance, 5: high commonness/importance). Thirty-five adults sorted and/or rated 71 barriers facing rural youth in accessing mental health services. Seven conceptual clusters were identified: system-level barriers, knowledge and communication, youth concerns, parent/guardian concerns, parent/guardian barriers, costs and convenience, and school-level barriers. Within youth concerns, community members also identified a subcluster focused on stigma. Common and important statements related to limited after-school programs and community mental health support initiatives. Group concept mapping methodology provides structure for conceptualizing challenges facing rural youth in accessing mental health services. Policies should be informed by rural community concerns and priorities. After-school and support programs may align with mental health needs identified by rural communities.

Analysis of the Energy Expenditure of Sports School Activities in Children.

(1) Background: This study explores the potential energy expenditure associated with participation in after-school sports activities among primary school children. (2) Methods: The study involved 129 children age (11.35 ± 0.55 years) recruited from eight different public after-school sport programs. (3) Results: Data analyses revealed significant differences between the eight sports in total calories per session, calories per minute, and METs (p < 0.05). All sports showed higher energy expenditure compared to chess (p < 0.05), with soccer and rugby exhibiting the highest energy expenditure per session. Team sports showed elevated energy consumption per session (p < 0.01, r > 0.30), calories per minute (p = 0.01, r > 0.40), and METs (p < 0.01, r > 0.40) in comparison with individual sports. (4) Conclusions: These findings enhance our understanding of the energy expenditure observed in primary school children following various after-school sports activities. The results indicate that team sports, in particular, are pivotal in elevating physical activity levels, thereby playing an essential role in fostering healthier lifestyles among children.

Using a participatory action research approach to explore, understand and evaluate well-being among children living in socially deprived areas in Southern Sweden: a study protocol

IntroductionResearch suggests that participating in after-school leisure activities has been related to promoting health, well-being and safety among children living in disadvantaged neighbourhoods. The United Nations Child Rights Convention emphasises...