After-school Settings Research Articles

Exploring programmatic elements that foster neurodiverse children and adolescents’ participation in informal STEM learning programs: a systematic review

AbstractInformal STEM settings offer valuable opportunities for students, including neurodiverse students, to engage and participate in STEM activities. However, there is a limited information on how to best engage and include neurodiverse students in informal STEM programming. This systematic review aimed to identify the programmatic elements that facilitated the inclusion of K-12 neurodiverse STEM learners in informal STEM programs. In this systematic review, an academic and grey literature search was conducted, where the search resulted in 2632 records and 18 records were included in the systematic review. Records that met inclusion criteria were independently reviewed and assessed for quality by two reviewers using the Mixed Methods Appraisal Tool (MMAT) or a project-based MMAT. This paper describes how informal STEM programs were designed and implemented to foster the participation of neurodiverse K-12 STEM learners. A qualitative synthesis approach was used to identify the programmatic elements that fostered neurodiverse learner participation. Most of the informal STEM programming for neurodiverse youth occurred in after-school settings and with students with autism. Programmatic elements that facilitated the participation of this population in informal STEM were grouped into three categories: (1) environment/learning structure, (2) learning supports, and (3) instructional strategies and tools. Future informal STEM programming and research should expand to include the neurodiverse population in already established informal STEM programs.

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.

Feasibility of an After-School Physical Activity Intervention for Adolescent Girls

ABSTRACT Background Adolescent girls are at an increased risk of low physical activity and the associated health consequences. Girls Can Move!, an after-school intervention guided by social cognitive theory, was designed to increase physical activity. Purpose To examine the feasibility and initial effectiveness of Girls Can Move! Methods The 8-week pre-post intervention provided low-active adolescent female participants with a variety of physical activities led by active female role models. Attendance, weekly process evaluations, and a post-intervention focus group were used to assess satisfaction and feasibility. At pre- and post-intervention, participants wore an accelerometer for 7 days to measure physical activity. Results Of the 17 enrolled participants, 13 (11.7 ± .7 years, 82% Black/African American or multiracial) completed the intervention. The average attendance rate was 82%. On a scale from 1 to 5, participants reported the sessions were fun (4.5 ± .6) and increased their confidence (4.1±.5) and physical activity (4.1±.5). There were moderate-to-large increases in objectively measured physical activity (d = .71). Discussion Girls Can Move! is feasible and should be tested using a randomized controlled trial design. Translation to Health Education Practice Girls Can Move! can be implemented in after-school settings with the support of university and community partners to promote physical activity among adolescent girls.

Adolescent Perspectives on a School-Based Mind-Body Intervention

Background Poor mental health among adolescents increased over the last decade prompting recommendations for school-based primary prevention programs that promote mental health. Mind-body modalities offer an evidence-based approach to support well-being, however few studies have evaluated the adolescent experience of participating in these groups. Objective To engage high school students in a mind-body skills group (MBSG) to assess acceptability in an afterschool setting, learn about the adolescent experience of participating in a MBSG, and get recommendations to enhance program acceptability. To collect preliminary data on mindfulness, social support, emotional regulation, and quality of life. Methods Ten high school students participated in an afterschool MBSG. A focus group was conducted 1-week post-intervention. Surveys were administered at baseline, 1-week post-intervention (T1), and 10-weeks post-intervention (T2). The research team used qualitative thematic analysis with inductive and thematic coding. Descriptive statistics of survey scores were calculated, but the study was not powered to detect statistical significance. Results Participants deemed the group to be acceptable. They valued the sense of community derived from the group and enjoyed learning a variety of mind-body skills. Participants recommended adaptations to build connections sooner within the group, offer more interactive experiences with mind-body skills, and prioritize social, emotional, and physical comfort. Mindfulness, emotional regulation, and quality of life scores increased from baseline to T1. All survey scores improved from baseline to T2. Conclusion This study offers insights into the adolescent experience and recommendations for program adaptations for a MBSG in an afterschool setting. Understanding the adolescent perspective is essential for the development of an acceptable MBSG, which has implications for program implementation, utilization, and effectiveness.

The link between math anxiety and math achievement: The role of afterschool learning

The present study tested the learning avoidance model by examining the degree to which learning avoidance in various afterschool settings mediated the negative association between math anxiety and math achievement. Participants consisted of 207 third to sixth graders. Using a path model, findings showed that students’ math anxiety was negatively associated with both standardized math achievement test scores and parent-reported math school grades. Additionally, higher math anxiety was associated with more negative homework behaviors and less frequent participation in math-related extracurricular activities. Finally, the association between math anxiety and math achievement was partially mediated by negative math homework behaviors and participation in math extracurricular activities. Effort in math exam preparation did not contribute to explaining the association between math anxiety and math achievement. Overall, these findings support the learning avoidance model and suggest that avoidance behaviors in everyday learning in the afterschool setting may contribute to explaining the undesired math achievement among highly math anxious students.

“Time to be free”: Playful agency in LOVE's in‐school programme for at‐risk youth

AbstractResearch increasingly suggests that positive youth development programmes play an important part in preventing youth violence and promoting positive developmental trajectories. We conducted a focussed ethnography of LOVE, a social development programme aimed at supporting youth who have been exposed to violence. Building on a previous study's exploration of this programme's afterschool setting, we examined the programme's social functioning in school settings. Findings underline the role of playfulness—alongside an egalitarian/friendly approach, gentle authority/structure, strengths‐based support and a safe space to express vulnerability—to foster in youth the ability to feel free, confident/empowered, connected/empathic and positive feelings about school and life.

Exploring the Application of Dialogic Reading Strategies and Mixed Reality Simulations in Supporting Social-Emotional Learning Among Young Students in an After-School Setting

Exploring the Application of Dialogic Reading Strategies and Mixed Reality Simulations in Supporting Social-Emotional Learning Among Young Students in an After-School Setting

Effectiveness of Lifestyle Nutrition and Physical Activity Interventions for Childhood Obesity and Associated Comorbidities among Children from Minority Ethnic Groups: A Systematic Review and Meta-Analysis.

Lifestyle physical activity (PA) and nutrition are known to be effective interventions in preventing and managing obesity-related comorbidities among adult populations but less so among children and adolescents. We examined the effectiveness of lifestyle interventions in children from minority ethnic populations in Western high-income countries (HICs). Our systematic review included 53 studies, involving 26,045 children from minority ethnic populations who followed lifestyle intervention programmes lasting between 8 weeks and 5 years with the aim of preventing and/or managing childhood obesity and associated comorbidities, including adiposity and cardiometabolic risks. The studies were heterogenous in terms of lifestyle intervention components (nutrition, PA, behavioural counselling) and settings (community vs. schools and after-school settings). Our meta-analysis included 31 eligible studies and showed no significant effects of lifestyle interventions when they focused on body mass index (BMI) outcomes (pooled BMI mean change = -0.09 (95% CI = -0.19, 0.01); p = 0.09). This was irrespective of the intervention programme duration (<6 months vs. ≥6 months), type (PA vs. nutrition/combined intervention) and weight status (overweight or obese vs. normal weight) as all showed nonsignificant effects in the sensitivity analysis. Nonetheless, 19 of the 53 studies reported reductions in BMI, BMI z-score and body fat percentage. However, the majority of lifestyle interventions adopting a quasi-design with combined primary and secondary obesity measures (11 out of 15 studies) were effective in reducing the obesity comorbidities of cardiometabolic risks, including metabolic syndrome, insulin sensitivity and blood pressure, in overweight and obese children. Preventing childhood obesity in high-risk ethnic minority groups is best achieved using combined PA and nutrition intervention approaches, which jointly target preventing obesity and its comorbidities, especially the outcomes of diabetes, hypertension and cardiovascular disease. Therefore, public health stakeholders should integrate cultural and lifestyle factors and contextualise obesity prevention strategies among minority ethnic groups in Western HICs.

“Your truth isn’t the Truth”: Data activities and informal inferential reasoning

This paper investigates data activities in an afterschool setting, offering a deeper understanding of the social nature of students’ informal inferences by investigating how informal inferences are negotiated in group interactions, influenced by social norms, and how statistical concepts come into play in learners’ informal inferential reasoning (IIR). Analyses take up a multi-sited orientation to investigate how youth used quantitative and contextual resources during a research activity to make meaning of data and negotiate emergent social tensions. Findings show how data activities that are part of informal inferential reasoning, such as collection, interpretation, generalization, inference, and representation unfolded as social, political, and personal. Implications call for designs for learning that better support working with data and understanding real-world phenomena and sociopolitical issues in ways that leverage youths’ experiences, enabling them to take part in social action as critical community actors.

After-School Connectedness, Racial–Ethnic Identity, Affirmation, and Problem Behaviors

After-school programs are potential contexts that may promote positive youth development (PYD) and reduce problem behaviors among African American children. One way after-school programs may be associated with reduced problem behaviors is by fostering an affirming sense of identity. Prior research on racial–ethnic identity among African American children and adolescents has shown that a positive and affirming sense of identity is related to less maladaptive coping, yet little is known about how after-school programs may foster an affirming sense of identity and lead to reduced problem behaviors. The current study adds to this discourse by investigating how children’s connection to staff and peers in after-school settings is associated with racial–ethnic identity (as measured by racial–ethnic affirmation) and reduced problem behaviors. Participants were 186 African American children ages 7–11 (M = 8.44; SD = 1.10) who completed surveys in the LEGACY Together Afterschool research project. Data were collected at 55 community-based after-school programs. Results indicated that positive racial–ethnic affirmation mediated the association between after-school connectedness and problem behaviors, such that child-report of connectedness—that is feeling safe and happy in the after-school programs—was directly related to positive racial–ethnic identity and indirectly to reduced problem behaviors. These findings underscore the importance of supportive after-school programs that encourage meaningful interactions among staff and children that are nurturing and affirming to children’s identities.

Developing Students’ Science, Technology, Engineering, and Mathematics Talent in Rural After-School Settings: Rural Educators’ Affordances and Barriers

This study uses a naturalistic inquiry approach to investigate how rural educators navigate the affordances and barriers of implementing an out-of-school program to identify and develop middle school STEM talent in rural communities. At the time of this study, the STEM program was in its fourth year of implementation. Participants included 34 educators and 324 students in Grades 6–8 across 10 school districts in a predominately rural state. We used maximum variation purposive sampling to select 3 of the 10 districts as case study sites. The cross-case analysis resulted in the themes of (a) exercising local control, (b) expanding community for advanced STEM learning, and (c) leveraging the intersectionality of rurality, local agency, and expanded resources. One implication is that when supported with resources, rural educators will leverage the systems of their schools and communities to create robust ecosystems for advanced STEM talent development.

A cluster randomized controlled trial of an after-school playground curriculum intervention to improve children’s physical, social, and emotional health: study protocol for the PLAYground project

BackgroundThe public health benefits of physical activity for children are well known including contributions to metabolic and cardiorespiratory health. Along with physical benefits, engaging in physical activity can support the social and emotional health of youth and promote health and well-being into adulthood. This cluster-randomized controlled trial assesses the impact of an after-school curriculum aimed at improving physically active and inclusive play to promote physical, social, and emotional health. A secondary focus is on the implementation (appropriateness, feasibility, fidelity, sustainability) of the curriculum.MethodsThe PLAYground (Play and Learning Activities for Youth) project utilizes a social-ecological approach, targeting personal, behavioral, and environmental conditions, and Social Cognitive Theory (SCT) to study how a playground curriculum impacts children’s health. All elementary schools with an existing after-school program in a large, public school district in Mesa, Arizona will be eligible to participate. Seven schools will be allocated to the intervention arm in year one using random sampling stratified by school-income. In year two, the seven control schools will receive the intervention. Intervention schools will implement the research-based PlayOn!® playground curriculum to promote active and inclusive play. After-school staff will be trained to teach activities that address social and emotional skills (e.g., conflict resolution) through physical activity. Participating students will be trained as peer leaders to extend the playground activities to the recess setting. This trial will assess between-group differences in physical activity, social and emotional health indicators, and number of health and behavior incidents among students attending intervention schools and control schools. Implementation outcomes will also be assessed among program facilitators at each school site.DiscussionEnhancement of physical activity opportunities at schools has the potential for high impact and reach due to practicality. Enhancements can also improve quality pedagogy and curricula in after-school settings. Results of this project can inform practical strategies to improve existing after-school programs to prepare leaders (adults and children) to facilitate physical activity, positive social interactions, and emotional well-being.Trial registrationClinicalTrials.gov, NCT ID NCT05470621, Registered July 22, 2022,

Brokering youth learning opportunities in after-school settings: The role of adult social networks and network orientations.

Brokering youth learning opportunities in after-school settings: The role of adult social networks and network orientations.

Examining Children’s Peer Play-in-Action: Micro Dramas and Collaborative Play Performances

In this study, particular focus is on micro-ethnographic studies of children’s peer play-in-action and how children create shared peer cultures through their collaborative performances in situated game activities. It will be shown how children create micro dramas in play that serve as cultural frameworks to i) dramatize and transform experiences from the outside world; ii) playfully subvert hierarchies and gendered orders; and iii) comment upon and unravel controversial issues in their social life. The data are drawn from three sets of video-recorded data of children’s everyday play activities collected during fieldwork in separate school and after-school settings located in middle-class and low-income multiethnic suburban areas in Sweden.

Dreaming Out Loud: Four Music Educators Dream for the Future of Music Education

Abstract In order to hold hope for a future music education profession that addresses racial inequities in music teaching, music educators must possess the tools and concepts needed to discuss race and racism. This research specifically explores how four music educators, informed by critical race theory, dream for the future of music education. Two participants identify as cisgender women; one teaches middle school band (Beth) and the other high school band (Angela). The other two participants identify as cisgender men; one teaches elementary general music (Jesse) and the other high school beat-making and songwriting in an after-school setting (Ty). Each participant engaged in an eight-session professional learning community focused explicitly on critical race theory. During the final professional learning community workshop, the participants were asked to use the new knowledge they gained to dream for the future of music education. Freedom dreaming (Kelley, 2002; New York Collective of Radical Educators, 2020) is a powerful tool to imagine a most ideal future by challenging oppressive structures. Love (2019) discusses the importance of being able to dream for a future that embraces justice and equity where students who experience systemic hardship can thrive. Critical race theory can provide a lens for music educators to critically examine their own practices as teachers and consider what equitable teaching practices look like for them. Results from this study show the importance of learning about race and racism within music education and highlight the value of emphasizing student autonomy through exploration in the music classroom.

Use of Frame Running for Adolescent Athletes With Movement Challenges: Study of Feasibility to Support Health and Participation.

Children and adolescents with movement challenges have lower instances of physical activity and longer time spent in sedentary behaviors compared to children with typical development. The purpose of this study was to investigate the feasibility of a sport-based youth development running program modified for accessibility using a running frame and to evaluate initial evidence for its efficacy on endurance and functional strength. We completed four 8-week seasons (2–3 times per week) in a combination of 3 different formats by season: online remote (winter and spring), in person in a community park (winter, spring, and summer), and in person in an afterschool setting (autumn). Participants included 13 athletes (average age 14.46 years, range 8–18 years, 4 females), who collectively completed 22 season blocks. Diagnoses included cerebral palsy (n = 10), arthrogryposis (n = 1), Dandy-Walker malformation (n = 1), and transverse myelitis (n = 1). In all settings, participants engaged in activities of social emotional learning, cardiovascular endurance, and muscle strengthening in a progressive manner. We found that each season format was feasible to administer with high attendance rates (76–97%) and positive qualitative feedback from athletes. In addition, promising average improvements in motor performance across a season (6 min frame running test, 170 m; timed up and go test, 8.44 s; five times sit to stand, 14.1 s; and Goal Attainment Scale, t = 65.01) were identified in the pilot data of this non-randomized cohort. Training in any of the proposed settings with an overall goal of completing a community race in a running frame is feasible and warrants further study.

What effective design strategies do rural, underserved students in STEM clubs value while learning about climate change?

This study investigated the experiences of rural, underserved middle school students in afterschool clubs. Culturally relevant climate change education strategies were used to enhance students’ climate change literacy. We investigated changes in students’ climate change literacy, perceptions of strategies used, and what they valued about the clubs by analyzing a pre-post survey (N = 97) and structured written reflections (N = 113). A new integrative framework brought together climate change education design elements to promote culturally relevant programming in an afterschool setting. The effective climate change education strategies and Expectancy-Value Theory (EVT) guided data analyses. Overall, students demonstrated significant growth in climate literacy; beliefs, attitudes, and subjective knowledge did not increase significantly. Students’ reflections indicated some climate change strategies resonated more than others. Analyses using EVT found that students’ interest/enjoyment and identity were most often described, followed by self-efficacy and expectations for success with club tasks. Implications for practice are shared.

Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism

Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14–18 years old; 100% male), seven adult mentors (19–33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants’ perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD.

4-H Water Wizards: Lessons Learned for Effective Afterschool Science Programming

The University of California 4-H Youth Development Program created the 4-H Water Wizards project in response to two related issues: the need for high-quality science education programming in afterschool settings, and the desire to foster a citizenry that understands and can make informed decisions about water. In collaboration with afterschool program staff, Sacramento County 4-H implemented the 12-week water education project for children in grades four through six. We evaluated the program over four years (2012–2016) utilizing a pretest-posttest study design and evaluation surveys from participants and program staff. Our findings indicate positive outcomes both for program staff who delivered the project and for the children who participated in the program. Afterschool program staff gained competence in delivering hands-on and inquiry-based science programming. Fourth- and fifth-grade students demonstrated small but significant knowledge gain about water. Students also demonstrated increased awareness about water issues and water conservation behavior. We discuss our findings for both groups and share our insights for promising practices when collaborating with afterschool providers, especially relating to the importance and challenge of science education in afterschool settings.

Tobacco Prevention Using Social Skills Education and Puppet Scripts in an After-School Program

The purpose of this study was to explore the feasibility of implementing a tobacco use prevention intervention using social skills education and puppet scripts in an afterschool program. A total of 75 K-2 students attending an afterschool program in a rural Midwest area participated in a 4-lesson youth development tobacco prevention curriculum and completed a pre-post tobacco knowledge quiz. Additionally, 10 program mentors completed a pre-post program strengths and difficulties (SDQ) questionnaire on their assigned students. A series of t-tests were computed to examine differences in the pre and post scores of participants on the SDQ subscales, and total scales and descriptive statistics were computed on the tobacco knowledge quiz. Statistically significant differences were noted on 4 pre–post subscales scores of the SDQ and the total SDQ. Use of youth development curriculum using interactive puppet-based strategies implemented in afterschool settings may be a feasible health education strategy.