Publication year
2010
Citation Title
The promise of afterschool programs for promoting school connectedness.
Journal Name
Prevention Researcher
Journal Volume
17
Issue Number
3
Page Numbers
14-Nov
DOI
10.1037/e597072010-004
Summary
Youth, parents and guardian, and school staff reports were used to explore key design features and qualities of after-school programs that foster school connectedness, (i.e., the degree to which youth feel connected to their school, measured by feelings of connection, attendance, and academic outcomes). The focus of this study was the Central Ohio Afterschool Youth Development Program, which targets programs in at-risk communities based on poverty and school performance. Results show that a variety of program features fostered school connectedness.
Key Findings
The top reason youth attended the programs was because of the relationships they had with caring adults.
An added value of the afterschool programs was that they were able to engage parents or guardians and the community in the program and the school.
Multiple design features and qualities that enhance school connectedness were identified: promoting positive relationships; development of a sense of belonging to the program and the school; provision of safety; enhancement of school activities; engagement of parents and the community; fostering the connections to teachers and classrooms; reinforcement of school rules and practices; establishment of high expectations and standards.
Implications for Military Professionals
Collaborate with organizations that work with military connected families to emphasize the importance of after-school programs
Develop modules to help inform staff regarding the important programs features that promote positive youth development in after-school youth programs, especially those important for military youth
Implications for Program Leaders
Educate staff regarding which program features may be important for enhancing positive youth development and school connectedness
Provide parents with opportunities to engage in community and school-based activities
Implications for Policy Makers
Support the implementation of evidence-based after-school programming specifically for military youth
Recommend training for professionals working with military youth regarding military culture as a way to promote understanding and connection among youth and staff
Methods
Satisfaction surveys (from youth, parents or guardians, and teachers or school staff), site observation data, and attendance and academic indicators from 21 afterschool programs across central Ohio were assessed.
All programs operated at least three hours per day, five days a week, and were managed by: City Parks and Recreation Departments (n = 4); community centers (n = 3); Communities in Schools (n = 5); faith-based organizations (n = 1); youth organizations such as YMCA (n = 8).
Additionally, 133 youth were compared to a match comparison group (n = 122).
Participants
Survey data from 503 youth, 233 parents or guardians, and 502 teachers or school staff were utilized.
Most youth were Black (84%), female (54%), and had an average age of 12 years.
No demographic data for parents or school personnel were provided.
Limitations
Other untested variables may be influencing results; for example, youth participants may be involved in other extra-curricular activities or school-based intervention programs that may account for improved outcomes.
The author’s subjectivity may have influenced the findings, as she only reported those outcomes that map on to Eccles and Gootman’s features of high quality afterschool programming.
Participants were not military connected; therefore, results may not generalize to military children in youth programs.
Avenues for Future Research
Continue to explore which positive experiences in after-school programs, individually or in combination, lead to school connectedness
Examine the potentially deleterious effect of negative experiences in after-school programs on school connectedness
Consider how duration or program participation impact youths’ experiences in after-school programs
Focus
Civilian
Target Population
Population Focus
Abstract
Research documents the importance of school connectedness for promoting positive youth development, academic achievement, and overall school success (see Monahan el al., this issue). Given these benefits, a host of in-school evidence-based strategies for creating school connectedness exist (Blum, 2005; Waters et al., 2009). At the same time, afterschool programs and other activities outside of the school day also promote school connectedness and other positive youth development outcomes (Anderson-Butcher, in press; Eccles et al., 2003; McNecly et al., 2002; Thompson et al., 2006; Watts et al., 2008). In order to maximize the contributions of afterschool programs, it is helpful to understand the various program qualities that foster school connectedness. This article highlights research conducted with 21 afterschool programs operating in central Ohio (see Anderson- Butcher, Midle, Fallara, & Cash, 2004). Findings from this research point to key design features and qualities that can be put in place in afterschool programs to enhance school connectedness.
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