After-school Program Research Articles

Affirming Community Cultural Wealth of Chicana/o and Latina/o Youth in a Community-Based After-School Program

Summary: Racialized, deficit-oriented educational practices and inadequate safe spaces for youth undermine Communities of Color. We discuss our after-school program's framework, strategies, activities, and partnerships with community stakeholders, demonstrating that a collaborative, culturally responsive, strengths-based approach to mitigate trauma and enhance health and educational opportunities is essential for empowering Chicana/o/Latina/o youth and families.

STEAM for Social Change: The Anti-Gun Violence Asset Mapping Project

For the past five years, there have been separate but parallel efforts to encourage both civics and STEM development. Historically, there have not been opportunities to support youth of color in social justice work while they are gaining technology skills and developing their leadership skills in their communities. STEAM (Science, Technology, Engineering, Arts, Math) for Social Change is an after-school program of DIVAS for Social Justice that combines these two. It is offered in Southeast Queens and Central Brooklyn at Title I schools. DIVAS for Social Justice also challenges the notion that certain topics cannot be taught to younger children (8-11). Instead, there is greater importance on introducing the intersection between STEAM and social justice to ensure the development of critical thinking skills. This article focuses on one of the projects: The Anti-Gun Violence Asset Mapping Project. It demonstrates how students can be supported to engage in a social action project as they leverage STEAM skills to address the issue. DIVAS explores the importance of projects that can allow youth of color to lead a project that leads to conversations, and changes in policy, and instills pride in them. 

Research on Reform and Innovation of Teaching Models of Public Safety Education Programs in Higher Education

This paper combines the characteristics of higher education and the characteristics of the discipline of safety engineering to reform and innovate the teaching mode of public safety education courses. In the form of a teaching team, we jointly discuss and develop a set of innovative teaching mode including teaching plan, lecture form, after-school activities arrangement and other detailed steps, and formulate a detailed implementation plan including teaching experiment design, teaching practice selection, and effect return visit analysis.

Strengthening Youth Emotional and Behavioral Well-Being Through Community-Academic Partnership: The EMPOWER Project.

The onset of mental health issues frequently starts during adolescence, where one third of adolescents who are 14 years and younger receive a mental health diagnosis. The state of youth mental health is a major public health concern. The EMPOWER project was developed during the COVID-19 pandemic to address youth mental health. The EMPOWER project is a partnership between two after-school programs and an academic mental health hospital in Toronto, Canada, that aims to bolster youth mental well-being. In this Practice Note, we share our community-based participatory research process of how we built the EMPOWER partnership and highlight our lessons learned so far. Through EMPOWER, we aim to codesign, deliver, and evaluate a scalable, evidence-based, and community-informed youth mental wellness curriculum that will be implemented in after-school programs.

Encouraging STEM Careers among Minoritized High School Students: The Interplay between Socio-Environmental Factors and Other Social Cognitive Career Constructs

Performance in math, particularly algebra, is a major barrier to student success and participation in STEM among under-represented minoritized students, particularly Black U.S. high school students. This research applies social cognitive career theory (SCCT) to measure the impacts of an afterschool algebra for engineering program on math self-efficacy and interest in STEM among high school students in a large urban district. To study the program’s effects, a mixed methods research design was used where schools were assigned to either treatment or control conditions. Students in treatment schools accessed algebra for engineering modules, STEM professional role model videos, and field trips, while students in control schools accessed role model videos and field trips only. Surveys measuring math self-efficacy and STEM interest, outcome expectations, and choice goals were completed by participants in both conditions at the beginning and end of two separate program years, 2021–2022 and 2022–2023. Across both years, quantitative results suggest some positive effects of participation, particularly for STEM choice goals, but benefits depend upon student participation levels. Qualitative data offer student voice around prior experiences in math and science and the development of postsecondary plans in STEM. In combination, the results suggest that for students who do not initially identify as STEM career-bound, afterschool programming may not necessarily promote preparation for STEM careers due to an accumulation of weak math and science school experiences and other socio-environmental influences.

Elementary School Teachers’ Enactment of a Content Literacy Curriculum in a Virtual Tutoring Program for Multilingual Students

This study evaluated the usability of a content literacy curriculum designed for graduate students’ practicum experience in a virtual after-school tutoring program for U.S. third-grade multilingual students during the COVID-19 pandemic. We explored teacher perceptions of the successes and challenges encountered while implementing the curriculum. This study involved 12 elementary school teachers enrolled in a graduate school professional development program to fulfill their practicum requirements. The curriculum emphasized a thematic unit that utilized conceptually coherent texts across science and social studies, comprehension monitoring, academic vocabulary network building, and academic conversation. An analysis of teachers’ written reflections revealed that a significant success was the enhancement of students’ engagement in learning concepts and building vocabulary through high-interest informational texts. Teachers also recognized critical teaching moments that underscored the importance of developing interconnected knowledge structures for effective text comprehension and learning. However, the study identified a need for targeted and individualized scaffolding to support students with reading comprehension challenges, making complex texts more accessible. Additionally, the shift to remote teaching necessitated the development of a new pedagogical model for professional development to effectively address the evolving needs of teachers in virtual learning environments.

The role of the official ceremonies and hidden curriculum on Atatürkism’s socialization and indoctrination in Turkish schools (1980–2002)

ABSTRACT The 1980 military coup in Turkey enormously impacted state-citizen relations, including in the realm of education. After the coup, all school rituals, ceremonies, classrooms, and after-school activities were re-defined through laws and regulations to indoctrinate the dominant state ideology, Atatürkism (Atatürkçülük). This article attempts to shed light on this socialization strategy. It refers relies on an oral history of student testimonies from different socio-economic, religious, and ethnic backgrounds. The testimonies reveal the weaknesses of the system. In particular, the excessive emphasis on Atatürk’s personality and the denial of the Kurdish identity appeared as the most significant fragilities of the system. In addition, the exclusion of non-Muslim citizens from the definition of Turkishness and their feeling of being singled out may be seen as another deficiency of post-1980 state-society relations.

Safe Spaces and Critical Places: Youth Programming and Community Support

In this article we explore the work of two after-school programs in Toronto, Ontario. Our Youth Success (OYS) is a community-based mentoring program dedicated to lowering the push-out rates of students of Spanish and/or Portuguese-speaking descent. In the Youth Speak Program (YSP), community activists use spoken word poetry and rapping as a vehicle for Black students to express their emotional lives. The data we present come from two separate studies which both used ethnographic approaches, focusing on observation and interviews with participants (Hammersley & Atkinson, 2019). Using Critical Race Theory (CRT), we examine interview data on how the pedagogical relationships developed in these spaces promote the wellbeing of Latinx and Black youth beyond academic outcomes. We argue that these spaces provide insight into the transformative possibilities of critical pedagogies for the wellbeing and healing of communities who have long been marginalized from mainstream institutions.

Embracing Community-Centric Careers in a Post-<em>Barbie</em> World: Navigating Identity, Expectations, and Impact in Medicine and Veterinary Medicine

Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.

The Impact of Mentoring Youth Placed At-Risk on the Socialization of Preservice Physical Educators

Purpose: Grounded in occupational socialization theory, the purpose of this study was to investigate the influence of mentoring underserved youth on the socialization of preservice teachers within a community-engaged after-school program. Methods: Data consisted of semistructured interviews, critical incident accounts, and field notes. All interviews were audio-recorded and transcribed. Data were analyzed inductively using elements of grounded theory and constant comparison. Findings: Four themes were developed. First, each participant entered teacher training to provide positive experiences for students. Second, the practical experience supported preservice teachers in feeling more comfortable in their roles as educators. Third, preservice teachers developed personal relationships with the students in the after-school program. Fourth, preservice teachers internalized the obligation to model healthy social–emotional behaviors. Conclusions: Findings indicate the benefits of mentoring in a community-engaged learning project. Interacting with a diverse population of students can positively impact teacher socialization and feelings toward students and teaching.

A Self-Study of a Teaching Personal and Social Responsibility Program Coordinator

Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches.

초등학생 방과 후 학교 영어교육 참여자 특성이 교육 목표에 미치는 영향 연구

This study aims to empirically examine the impact of after-school English education on elementary school students' self-concept, emotional intelligence, and self-expression concerning the objectives of after-school education. The analysis revealed that the self-concept and emotional intelligence of elementary students participating in after-school English education programs had a meaningful impact on the actual after-school education goals. Students with high self-concept and emotional intelligence were more successful in achieving English education goals through enhanced self-expression abilities. These findings indicate that psychological factors should be considered when designing after-school English education programs to boost students’motivation and achievement in learning English. The study demonstrates that self-concept and emotional intelligence can help achieve educational goals through the mediating effect of self-expression, indicating the importance of developing more in-depth educational strategies in the educational field. This study analyzes the effects of after-school English education on elementary school students in China. As the research was conducted within a specific educational environment in China, there are limitations in generalizing the results to other regions or educational contexts.

학교 명상의 필요성과 도입 방법에 관한 사례 연구

In this study, we conducted in-depth interviews with 5 teachers from City A to investigate the perceived necessity of mindfulness education among Korean teachers and its potential application in the school setting. Through the interviews, we focused on analyzing the necessity of mindfulness education in schools, implementation methods, appropriate education time, difficulties in implementation, and ways to overcome them. The interview results are as follows: First, teachers reported that mindfulness education would be helpful in addressing students’ depression, impulsivity, stress management, identity exploration, attention, and prevention of school violence. Secondly, regarding the application of mindfulness education, suggestions were made for theoretical education linked to the curriculum, breathing meditation before evaluation, integrated classes, autonomous activities, and education for perpetrators of school violence. Thirdly, effective mindfulness education time was mentioned as homeroom, immediately after lunch, morning or after-school programs, and mandatory education hours. Fourthly, anticipated difficulties include a test-oriented learning environment, lack of awareness and perceived necessity of mindfulness, teacher burden, and student resistance. Fifthly, suggested solutions include appointing mindfulness experts, applying mindfulness to existing programs, reaching consensus within the educational community, and making mindfulness education mandatory. In summary, teachers recognize the necessity of mindfulness education, but for its successful implementation in the school setting, it is necessary to raise awareness among the entire educational community, including teachers, students, and parents, as well as provide institutional support.

비수도권 대학 지역 연합 동아리 기반 UX 디자인 프로그램 개발

Recently, the UX design expert training program is founded around Seoul metropolitan area, where firms growing in the online platform industry and global companies are concentrated. Accordingly, there are certain limitations in the environment in which students majoring in UX design at non-metropolitan universities can grow into experts. This research confirmed the possibility of after-school activities ‘clubs' through a pre-test that assessed the positive effects on major learning from club participation among students at non-metropolitan universities. As mentioned above, this research founded the local united club for studying UX design. The local united club recruited students who wanted to study a project-based major. For club activities, which was the UX design program based on content from pre-research, was constructed following the stages of UX design education confirmed in previous studies. After experiencing the 15- week course twice, cross-verification was conducted through students participating in the club to see whether the UX design education program presented in the previous study was a universal education program or a situation of improving local infrastructure of UX design. As a result of the experiment, it was confirmed that the UX design education program, operated in the form of a regional association club, could improve the UX design education infrastructure. The program of after-school club activities based in non-metropolitan areas, which will help students grow into UX design experts in IT firms, will be an alternative to improving the disappointing environment for students in Daegu and Gyungbuk area.

Challenges and Strategies in Working with Latine Adolescents in a Math Enrichment Afterschool Activity

Challenges and Strategies in Working with Latine Adolescents in a Math Enrichment Afterschool Activity

AI feedback: Moving beyond the hype to integrating it into a coherent feedback pedagogy

Background The advent of Artificial Intelligence (A.I.) has brought about more platforms to give automated instantaneous feedback to student writing. This paper reports on the use of one such platform in an after-school tuition program offered to students from financially disadvantaged families. Methods This two-year case study sought to examine the impact of this intervention on 21 students (aged 13-14). These participants, from different schools, were enrolled in the programme that aimed to improve their English language skills with weekly 2-hour sessions. These sessions incorporated the use of an AI-based application (Scribo) that can quickly analyse submitted work for technical aspects such as grammar, word choice, and punctuation. This article reports findings from interviews with both students and their tutors. The qualitative data were analysed using Bandura’s model of triadic reciprocality comprising environmental, personal and behavioural factors. Results and conclusion The findings showed how students generally perceived AI-generated feedback (AIF) positively. However, the positive effects on their will and skill to improve their work is also largely due to the overall classroom routines adopted. The paper discusses theoretical, policy and pedagogical implications of using AIF in mainstream K12 classrooms which adopt such platforms too.

Student choice and barriers to physical activity in Latino boys in the REACH after-school program

ABSTRACT Background After-school programs (ASP) provide safe and enjoyable setting for youth to participate in sports and physical activities (PA). The flexibility in the structure of ASPs can facilitate non-traditional approaches to teaching PA which consider the context of the community, students’ backgrounds, and focuses on positive youth development. REACH takes a non-traditional approach that aims to provide youth in under-resourced communities with a safe space for PA and learning through a sport-centered curriculum. Purpose The objective was to highlight the perspectives of Latino boys regarding their lived experiences in an after-school soccer and literacy program in a diverse urban school. The research questions were: (a) what are the lived experiences of young boys in a year-long after-school program in a diverse urban setting? (b) What opportunities did REACH provide that helped the young boys negotiate barriers to being physically active? Method Twenty-three Latino boys participated in the REACH after-school sessions over a school year. Four pre-service teachers facilitated soccer sessions at REACH. Data were collected through boys’ weekly journals across 28 weeks and interviews with ten boys at the end of the year. Coaches’ reflexive journals were used to triangulate the data. Data were independently coded using constant comparison and analyzed following a collaborative qualitative analysis procedure. Trustworthiness included triangulation of data, negative cases checks, multiple coders, and peer-debriefing. Results The results presented in this article are part of a larger year-long mixed-methods curriculum intervention. Two themes are presented to represent the perspectives of the boys in participating in REACH. In the first theme, we discuss student choice that was expressed in the way youth chose to participate in REACH and engage in PA during out-of-school hours. The second theme presents the students’ identifying the barriers they face to being physically active and the ways REACH provided a space for them to reflect on those barriers. Discussion Students’ choice was expressed in participants’ engagement in physical activities and sports in and outside of REACH and as a fundamental aspect that enhanced enjoyment in the program. Thus, participating in the program led students to enhance their physical activity enjoyment in and out of the program as well as learn about life skills through sport. With a focus on positive youth development, discussions and journaling in REACH encouraged the boys to reflect on life skills that focused on character and the development of positive relationships. Participants described varied barriers they faced to being physically active in and out of schools. REACH provided a safe space where participants could talk about and develop awareness about aspects of their community such as violence. Conclusion REACH provided a safe space for students to be active, learn sports skills, and engage in interest-based activities. The safe space provided in REACH also encouraged Latino boys to reflect on the barriers to being physically active outside of the program with the intent of possibly transferring what was learned in the program to their lives. Having a choice was a fundamental aspect to enhancing the boys’ enjoyment in REACH.

Exploring Community-Based Interventions in Boys’ Education: Keeping Boys in School and Fighting Irregular 'Backway' Migration

The study is an in-depth qualitative exploration of the factors contributing to school dropout rates among boys in Serrekunda, particularly in the context of the allure of irregular migration via the 'Backway'. Data was collected through semi-structured virtual interviews with key stakeholders in boys’ education in the Gambia and the United States. Using thematic analysis and triangulation, the findings reiterate the need for an integrative approach to address socio-economic, educational, and cultural factors to keep boys in school and fight irregular migration. The study uncovers best practices and evidence-based community-driven interventions to keep boys in school and increase school completion rates. The interventions include quality monitoring and mentoring, revitalizing after-school programs, enhancing the relevance of schoolwork to future career paths, school-community partnership, providing vocational training, and strengthening parental engagement. Recommendations include ways to explore community-based initiatives and adopt of best practices to keep boys in school and fight irregular migration in Gambia’s Serrekunda Metropolis by empowering boys with skills, knowledge, and opportunities for socio-economic advancement within their communities.

A 10-week play-based after-school program to improve coordinative abilities and physical fitness capabilities among adolescents: a randomized trial

The average levels of physical activity in children are below the ideal, which may influence children's health and motor competence levels. Therefore, this study aimed to assess the impact of a 10-week play-based after-school program on 50 twelve-year-old students’ anthropometric characteristics (body height and body weight), coordinative abilities (flamingo balance test and T-test agility), and physical fitness (sit and reach, 20-m sprint test, SLJ, CMJ, and handgrip). After baseline assessments, the students were randomly divided into two groups: one participating in a play-based after-school program (experimental group) and the other attending regular PE classes (control group). No differences were noted between the sexes. Analysis revealed baseline differences between groups in body weight, agility T-test, and right-handgrip, with no significant sex differences. Following the intervention, the experimental group demonstrated improvements in the 20-m sprint test (F(1,46) = 11.03, p < 0.01), flamingo balance test (F(1,46) = 9.16, p = 0.004), SLJ (F(1,46) = 5.30, p = 0.03), agility T-test (F(1,46) = 28.30, p < 0.01), and right-handgrip (F(1,46) = 6.59, p < 0.01). In summary, the results suggested that a 10-week play-based after-school program enhances coordinative abilities and physical fitness in 12-year-old children. This underscores the potential advantages of integrating play-based physical activities into schools to promote holistic health and fitness in children.

Building Adolescents’ Resilience: Evaluating the Impact of a 20-Week Inner-City Program

Adolescence is a critical phase in any individual’s life, marked by rapid growth and profound psychological changes. Adolescents living in inner-city environments face unique challenges, including sedentary lifestyles, academic dysfunction, and socio-emotional disorders due to adverse ecological factors, such as a lack of resources or exposure to violence. In an effort to support them, the current study implemented a 20-week after-school program aimed to enhance their resilience. A total of 134 adolescents from inner-city schools in Rotterdam, the Netherlands, participated in our program (58% male; M age = 11.20, SD = 1.04). To assess the effectiveness of the program, two MANCOVA analyses were performed: one including all participants and a second specifically targeting those with lower resilience scores at baseline. Using the Resiliency Scales for Children & Adolescents (RSCA), our results revealed a significant improvement in participants’ Sense of Relatedness (p < .001), particularly among adolescents with lower resilience scores at baseline. In sum, these findings provide evidence of the program’s effectiveness in enhancing resilience among inner-city adolescents, particularly among those with initial lower levels of resilience.