After-school Program Research Articles

Neighborhood Condition Effects on Latina/O Student Attendance and Participation in Afterschool Activities

ABSTRACT This study examined how parents’ perception of neighborhood conditions are associated with school absenteeism and participation in afterschool activities, and how social support networks moderate those linkages among two-parent and single-parent families. Data from the second and third Waves of the Making Connections Survey were analyzed. A subsample of 1,053 Latina/o parents with 10–17-year-old children was examined. Longitudinal path analyses suggest an indirect positive association between neighborhood control and participation in organized afterschool activities via instrumental social support, but only among two-parent families. Neighborhood cohesion was associated with school days missed and participation in organized afterschool activities among single-parent families. Implications for practice and policy are discussed.

Young Migrants’ Pluriliteracies Practices in an After-School Program in South Korea

Young Migrants’ Pluriliteracies Practices in an After-School Program in South Korea

Improving Elementary Students’ Social-emotional Health Through An After-school Mentorship Physical Activity Program

Improving Elementary Students’ Social-emotional Health Through An After-school Mentorship Physical Activity Program

The Effect of Using Autocorrection on Improving Typing Skills for Female Students with Mild Intellectual Disabilities

This study aimed to identify the effect of the using autocorrection to improve typing skill for students with intellectual disabilities in the transition program. The sample of the study include four students with intellectual disabilities, who enrolled in the after-school day care program, whose ages range from (21-25) years, where they taught typing skills by applying autocorrection option on the (Microsoft Word) program. Using single subject design (multiple baseline design across participants), the results showed that all students improve their typing skills on three measures: total number of correct words, accuracy, and error rates. Keywords: autocorrection, computer printing, students with intellectual disabilities

자폐스펙트럼 아동의 특수학교 방과 후 미술활동 체험의 의미

The purpose of this paper is to understand the effects and significance of an afterschool art program for children with autism spectrum disorder in special education schools. This study included five male and female children attending special education schools in B City. It was conducted over an 8-month period from March to December 2022, with breaks during vacation periods. The art program provided 6 experiences for each of the 5 material types, including painting, pen activities, collage, paper folding, and various mixed media. The significance of these art activities for children with ASD can be summarized as follows: they demonstrated the ability to imitate art techniques and expressed affection for their own artwork, highlighting how imitation serves as a non-verbal means of sharing social and emotional experiences.

“Connecting to themselves and the world”: Engaging young children in read-alouds with social-emotional learning

As educators, we anticipated the social-emotional learning (SEL) of the children from the neighboring community would be greatly impacted due to the lack of social interaction necessary for human development during COVID. As literacy experts, we thought we could support these children through read-alouds focused on SEL. Our goal was to provide children the opportunity to participate in read-alouds of multicultural texts that incorporated SEL content and measured changes in their SEL development and vocabulary. We utilized the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, which categorizes SEL into five competencies or domains, and Culturally Sustaining Pedagogy to guide our research. We used a convergent parallel mixedmethod design in this pilot study in which 20 children from a community afterschool center and three adult volunteers participated. We found no statistical significance between administrations in children’s SEL as measured by the SEL web-based assessment, yet there was a statistically significant difference in SEL vocabulary scores between administrations. Supporting vocabulary scores, we identified four major themes: instructional practices, development of social-emotional learning, volunteers’ personal highlights, and challenges. This study has the potential to impact curriculum used in school and afterschool programs and could possibly make a positive impact on both socialemotional growth and vocabulary.

Project DREAM: Iterative development of an afterschool program with an emphasis on youth-adult relationships.

The current manuscript describes the iterative development of an afterschool intervention aimed at fostering supportive relationships between adolescents and adults from their everyday lives. Project DREAM (Developing Resourcefulness, Engagement, Acceptance, and Mentoring) is a novel afterschool preventive intervention aimed at promoting youths' improved academic outcomes via gains in social and emotional development and their connectedness with nonparental adults. The purpose of the iterative development process was to improve the intervention to make it maximally usable and acceptable to the intended users and participants. The iterative development process was informed by data collected from advisory boards, focus groups, interviews, and observations of program sessions. In the current article, we describe the methods implemented as part of this process and fully describe the resulting intervention revisions completed across the 2-year period. We also summarize lessons learned.

Evaluation of a Nature Prescription Program in Schools to Increase Nature-Based Physical Activity and Time Spent Outdoors: Implementation of the Kids in Parks TRACK Rx Program by the School Nurse.

This study assessed the effectiveness of the TRACK Rx program. Track Rx is a program for healthcare professionals to counsel and prescribe outdoor physical activity (PA) to children. The program was implemented by a school nurse to increase children's time spent outdoors, increase a child's nature-based PA, and increase parents' intention for their child to spend time outdoors. Parents/guardians of children in 1st-3rd grade (intervention = 51; control = 27) completed a baseline and 3-month follow-up survey. Children's nature-based PA significantly increased on the weekend in the intervention group compared to the control group. There was no significant change in the other study variables. Parental trust in the school nurse was similar to parent trust in their child's primary health care provider. School nurses can implement TRACK Rx and other nature and nature-based PA prescription programs throughout the school (classroom, physical education, recess, and after-school programming).

The Concept of Moving School and Its Practical Implementation in Bavarian Higher Secondary Schools.

The roles of physical activity and the reduction in sedentary activities in the healthy physical, psychosocial and mental development of children and adolescents are undisputed. This is where the concept of Moving School comes in, which has been expanded to a holistic approach that takes into account all areas of the school, including lessons, after-school care and breaks, and aims to provide students with a sufficient level of physical activity. There are no current studies that show to what extent this concept has arrived in the theoretical specifications for higher secondary schools and to what extent it is implemented in practice. In this study, by conducting a narrative review, we determine the core elements of the concept of Moving School. Furthermore, we analyse the extent to which these elements of Moving School are taken into account in the school curriculum, in published school programmes and on school homepages. In this study, we revealed that the concept of Moving School has hardly been implemented in practice in Bavarian higher secondary schools as mostly only single elements of it are referred to in the school curriculum, programmes and school homepages. It can therefore be assumed that the concept has not yet been able to achieve its intended effect, namely, to fill the daily lives of schoolchildren with movement, play and sport.

Risk factors for anisometropia in schoolchildren: A population-based, longitudinal cohort study.

To investigate the incidence rate and risk factors for anisometropia among young schoolchildren. A population-based cohort study, the Myopia Investigation Study in Taipei, was conducted in primary schools in Taipei City. Children were recruited for biannual comprehensive eye examinations over 2 years. Cycloplegic autorefraction and slit lamp examinations were performed biannually. Data on demographic information, parental history, lifestyle and near-work activities were collected using parent-administered questionnaires at the first and final visits. Anisometropia was defined as ≥1 D difference in the spherical equivalent (SE) refractive error. A total of 7035 8-year-old children completed the 2-year follow-up evaluations. The average annual incidence of anisometropia was 3.8%. Multivariable logistic regression analysis revealed that baseline SE (odds ratio [OR]: 0.87 95% CI: 0.80-0.95) and female sex (OR: 1.24, 95% confidence interval [CI]: 1.02-1.50) were significantly associated with incident anisometropia. Among lifestyle risk factors, spending <1 h per day in after-school outdoor activities on weekdays (OR: 1.38, 95% CI: 1.08-1.76) and performing near work at a distance <30 cm (OR: 1.33, 95% CI: 1.08-1.64) were significantly associated with an increased risk of incident anisometropia. In the multiple linear regression analysis, the inter-eye difference in SE increased significantly in children performing near work at distances <30 cm (adjusted β = 0.03; p = 0.02). This study indicated the annual incidence of anisometropia in Taiwanese schoolchildren. Less time spent outdoors and shorter eye-to-object distances during near work increased the risk of incident anisometropia.

Mediating social support through sensor-based technologies for children’s health behavior change

AbstractSensor-based technologies (SBTs) allow users to track biometric data and feature interactions that foster social support. The social support from SBTs can increase intrinsic motivation to engage in and sustain positive health behaviors. Guided by technological affordances and self-determination theory, this study tested the long-term efficacy of an ecosystem of SBTs to strengthen social support for children’s behavior change, children’s perceived relatedness, and positive physical activity (PA) attitudes. This ecosystem integrated Fitbits tracking each child’s PA, kiosks with virtual agents that synced with Fitbit data, and a messaging system for parents and children. Afterschool programs (N = 19) were randomly set with this ecosystem or a Fitbit with a computer for 6 months. Results suggested that parents of girls provided more social support to children via the ecosystem than parents of boys. Children’s perceived support from the virtual agent was positively associated with perceived relatedness and PA attitudes over time.

COPING STRATEGIES AND SUPPORT PROVIDED BY EDUCATIONAL CENTRES TO TEENAGE MOTHERS RE-ENGAGING WITH EDUCATION POST-PREGNANCY. A CASE OF A TOWNSHIP SCHOOL IN SOUTH AFRICA

Teenage girls who conceive while in school are often confronted with a number of health, social and economic hardships. As a result of the pregnancy related hardships, some of the teenagers drop out of school and fail to re-enter the school system after giving birth. However, a growing body of literature show some of these teenagers re-enter the school system after giving birth to continue with their studies. We employed qualitative approach to explore the coping strategies by teenage mothers’ when they returned to school following childbirth and the support mechanisms used by the schooling system to meet their learning needs. We adopted a single case study design of a South African township school in Gauteng Province, South Africa. We collected data using in-depth one-on-one interviews involving the teenage mothers. The findings revealed that consultations with educators and participating in after-school programmes, with the aim of catching-up on missed content was some of the coping strategies used by teenage mothers re-engaging with education following childbirth. In addition, sympathetic educators provided extra consultation time slots and also motivated the teenagers to persevere and focus on their studies. A call is made for schools to enhance learner support programmes, especially those aimed at supporting teenage mothers who decide to return to school to complete their studies after giving birth.

Effects of After-School Programs on Student Cognitive and Non-Cognitive Abilities: A Meta-Analysis Based on 37 Experimental and Quasi-Experimental Studies

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students’ cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in after-school programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service.

Cultivating Mathematical Proficiencies and Identities through Culturally and Community Inspired Activities

Utilizing culturally-conscious teaching promotes instruction that values the cultural knowledge and experiences of ethnically diverse students. This qualitative study centers culturally responsive teaching (Gay, 2002) and community cultural wealth (Yosso, 2005) to contextualize mathematics learning for an after-school tutoring program in North Minneapolis, Prepare2Npsire. The aim of this research was to use a community-based participatory action research approach to: 1) explore the culture wealth of North Minneapolis, 2) create culturally responsive mathematics activities for Prepare2Nspire. Two activities were developed to center community assets and youth empowerment. The goal of these activities was to strengthen community, curriculum, and classrooms by intentionally connecting students’ multidimensional identities with mathematical learning. Specially, Muhammad’s (2020) culturally and historically responsive literacy framework was adapted using a mathematical lens to: 1) Create tasks that build mathematical proficiencies and 2) Create tasks that cultivate mathematical identities. The emphasis on participatory, community-based, and action-oriented practices in this study encouraged the disruption of deficit-based assumptions of communities while also creating joy-filled learning opportunities for Prepare2Nspire attendees.

Effects of a 4-Week After-School Physical Literacy Program on Health-Related Quality of Life and Symptomatology in Schoolchildren with ADHD: A Study Protocol.

Research has shown that physical activity programs led to improvements in children with Attention Deficit Hyperactivity Disorder (ADHD). However, no study evaluating the impact of a physical literacy (PL) program has been conducted. This study aims to examine PL and the effects of an after-school PL program on Health-related quality of life (HRQoL) and ADHD symptomatology including quality and sustained attention. A parallel-group randomised controlled trial will be conducted assessing PL, HRQoL and ADHD symptomatology, both at the beginning and the end of the PL after-school program implementation. The program will last 4 weeks, including two sessions per week lasting 55 min. Sessions will be divided into several parts: greeting (5 min), block I (20 min), block II (20 min) and relaxation and feedback (10 min). Block I will focus on the acquisition of content that contributes to the development of the domains of knowledge and understanding and daily activity; and block II, in addition to favouring physical competence, will seek to improve motivation. If this program proves its effectiveness, it could be an alternative to be included in educational systems, representing a scientific breakthrough regarding physical activity adherence and inactivity-related disease prevention, HRQoL and management of ADHD-associated symptomatology.

The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.

The contribution of art therapy to literacy in diverse and stressed communities in inner city Johannesburg: Case vignettes from the Uhambo literacy programme

This article is about the Uhambo literacy programme and the application of multimodal pedagogies in an art therapy ‘open studio’ after-school programme. Low literacy levels were identified by Lefika La Phodiso Community Art Counselling and Training (Lefika) – an arts therapy organisation serving at-risk children from Johannesburg’s inner city, as well as other communities through the application of community art counsellors after their training. A literacy programme, Uhambo, was developed to support the aim of improving literacy among the children attending Lefika’s after-school programme. Lefika’s open studio provides a therapeutic and safe space for children from Johannesburg’s inner city. The Uhambo programme incorporates elements of the open studio, offering a focused integration of visual and verbal literacy. The two presented case vignettes from the programme explore how the groups were both therapeutic and educational, addressing emotional growth and improved literacy and learning using attachment theories and storytelling as frameworks. Drawing on attachment theories in psychodynamic literature, the article shows how adaptive art therapy programmes can give children agency to make meaning, increase confidence and pleasure in their artmaking and storytelling as well as improving learning outcomes, building resilience and creativity.

Establishing Core Content for Culturally Grounded Harm Reduction Intervention for Urban Indigenous After-School Youth in the Pacific Northwest

Indigenous adults (18 years or older) including parents, staff, and volunteers of an urban Indigenous youth after-school program participated in individual interviews (n = 10) as part of a community-based participatory research (CBPR) Indigenous harm reduction study to identify alcohol and other drug (AOD) content to include in prevention programming for youth participants. Adult findings were organized using a risk environment framework to identify culturally relevant social, physical, policy, and economic AOD risk factors for youth. We report where adult findings intersect with previously described youth results to establish a list of core content (i.e., culturally relevant AOD prevention activities and discussion topics) to guide program implementation. Core content includes intergenerational Indigenous perspectives (i.e., youth, adult, and elder) to reflect Indigenous cultural lifeways and values of protecting future generations. Findings may be highly relevant to other Indigenous after-school groups or others who wish to develop harm reduction prevention programming for urban Indigenous youth in the Pacific Northwest or beyond.

“Girls Hold All the Power in the World”: Cultivating Sisterhood and a Counterspace to Support STEM Learning with Black Girls

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”.

Effect of an after-school physical activity program on physical fitness and academic performance of socioeconomically vulnerable children

Aim: To promote the practice of physical activity (PA) after school hours and verify the effects on the physical fitness and academic performance of children with socioeconomic vulnerability. Methods: The non-randomized experimental study was carried out in a school in a vulnerable area. Eighteen children performed 60 minutes of moderate-vigorous PA and 15 minutes of circuit exercise (muscle and bone strengthening) three times a week. The control group (n=10) only had school physical education as a weekly PA routine. To assess the program's impact, physical aptitude tests (pre- and post-test) were carried out in accordance with the recommendations of PROESP-Br and the School Performance Test, which assesses learning in three categories: reading, writing, and arithmetic. Results: Abdominal strength, flexibility, sprint, and lower limb power increased (d-Cohen&gt;0.20). Regarding academic performance, the effect was moderate (d-Cohen&gt;0.50) for reading and total scores. The effect size was small (d-Cohen&lt;0.50) for arithmetic and writing. Conclusion: An after-school PA program positively impacts physical fitness and academic performance in socioeconomically vulnerable children. The level of impact varies between small and medium according to different physical fitness capacities. School is an enabling environment for children to meet the World Health Organization PA recommendations.