The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

Seen Yet Unseen: A Case of Human Trafficking at Harris High School

Although anyone can become a victim, commercial exploitation and human trafficking disproportionately affect women, girls, and communities of color within the United States. Despite its prevalence, misinformation and a widespread lack of understanding on this issue create barriers to identifying and supporting trafficking victims. School staff are critically positioned to both identify and support the needs of trafficked youth. This article offers a fact-based case example of human trafficking in a small town in New York State, including one principal’s challenges and opportunities in addressing human trafficking in her school. Programming and practice frameworks that utilize trauma-informed care, cultural and linguistic responsiveness, and human rights approaches are offered as strategies for engagement with this topic.

The developmental value of extracurricular programs: A conversation with Andrea Vest Ettekal

In this Kappan interview, Andrea Vest Ettekal discusses her research into student participation in out-of-school programs. She describes the disparities in participation between different groups of students and possible reasons for those disparities and different countries’ approaches to extracurricular activities. The interview also addresses the research into the benefits of participation in extracurricular activities, how after-school learning differs from in-school learning, and promising approaches to out-of-school programming.