Happy Holidays!

All of us at Temescal Associates and the How Kids Learn Foundation wish you a peaceful and restful holiday! 

Girls, Social Media and Mental Health (Part 1)

Source: www.pexels.com

By Sam Piha

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

Teenage girls are already more likely to suffer from mental health issues than boys.

“Teen girls are more likely than teen boys to cite certain negative experiences on social media.” [i] 

“With so many of their daily struggles now playing out on social media, young girls’ mental health and self-confidence have taken a major hit over the past six years, a new survey of thousands of girls suggests.” [ii] 

Source: Ruling Our Experiences

The 2023 Girls' Index from Ruling Our Experiences (ROX) found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.

“Like just about every other 13-year-old, Riley [in ‘Inside Out 2’] has a smartphone. We see her using it to take selfies, but the coach at the hockey camp takes all the phones away at the beginning of the weekend (Go, coach!). If Riley has this much anxiety without a phone, imagine what she would be like if she were constantly checking one. It is perfect that the only emotion associated with her own device is Ennui. Because, frankly, ennui was really not an emotion associated with teenagers until fairly recently.” [iii] - Naomi Schaefer Riley, a senior fellow at the American Enterprise Institute, reviews Disney’s ‘Inside Out 2’

“The harms from social media were more apparent in teen girls, of which 45 percent said they felt overwhelmed by the drama, and 28 percent said they felt worse about their own lives, compared to just 18 percent of boys.” [iv]

“Nearly every girl who responded to the survey said they use social media to some degree, including 95 percent of 5th graders, and 46 percent reported spending six or more hours per day on social media platforms. For 5th and 6th graders, the median amount of time they spent on social media has more than doubled since 2017.” [v] 

According to ROX, “with technology and social media becoming an ever-present reality, it is important to understand how technology is related to other aspects of girls’ lives. We asked girls about the time that they spent using technology (computers, tablets, phones, video games, etc.) as well as the time they spent engaged specifically with social media. 

ROX, in a survey of over 17,500 girls, grades 5-8, found that “girls who spend the most time using technology were also the most likely to: 

• Say they are sad/depressed nearly every day 
• Want to change their appearance 
• Not participate in sports, band, theatre, arts or other extra-curricular or enrichment activities 

We also learned that social media use is related to girls’ perceptions of their relationships with others. Specifically, girls who spend the most time on social media were also less likely to: 

• Trust other girls 
• Have supportive friends and adults to talk to about serious issues 
• Enjoy coming to school 

While there is much more to explore about these relationships, it is clear that increased use of technology and social media is related to some personal and relationship challenges for girls.” [vi]

Source: Ruling Our Experiences (ROX)

Source: Ruling Our Experiences (ROX)

According to ROX, “The Girls' Index found a staggering connection between social media use and lower confidence in teenage girls. And rates of extreme sadness and depression increased for girls in every grade alongside their social media usage.” [vii]

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022
[ii] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[iii] Naomi Schaefer Riley, Looking at Riley’s Outer World in ‘Inside Out 2’
[iv] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media
[v] Caitlynn Peets, The State of Girls’ Mental Health and Self-Confidence, in Charts
[vi] Ruling Our Experiences (ROX), The 2023 Girls’ Index
[vii] IBID.

The Benefits and Negative Impacts of Social Media

Source: www.unsplash.com

By Sam Piha

“Social media has definitely had some negative influence on me, but overall, it has been an overwhelmingly positive effect. It allows me to connect with my friends in ways that would otherwise be impossible and has introduced me to many of my favorite books, movies, and games. I’ve also learned a lot from some platforms, like YouTube, which can be used for educational purposes too.” [i] – Teen girl

This is one blog in a series of blogs regarding the issue of social media and youth mental health.  

Social media is not all bad. According to the U.S. Surgeon General’s Advisory, “Social media can provide benefits for some youth by providing positive community and connection with others who share identities, abilities, and interests. It can provide access to important information and create a space for self-expression. The ability to form and maintain friendships online and develop social connections are among the positive effects of social media use for youth. These relationships can afford opportunities to have positive interactions with more diverse peer groups than are available to them offline and can provide important social support to youth. The buffering effects against stress that online social support from peers may provide can be especially important for youth who are often marginalized, including racial, ethnic, and sexual and gender minorities.

For example, studies have shown that social media may support the mental health and well-being of lesbian, gay, bisexual, asexual, transgender, queer, intersex and other youths by enabling peer connection, identity development and management, and social support. Seven out of ten adolescent girls of color report encountering positive or identity-affirming content related to race across social media platforms.

A majority of adolescents report that social media helps them feel more accepted (58%), like they have people who can support them through tough times (67%), like they have a place to show their creative side (71%), and more connected to what’s going on in their friends’ lives (80%). In addition, research suggests that social media-based and other digitally-based mental health interventions may also be helpful for some children and adolescents by promoting help-seeking behaviors and serving as a gateway to initiating mental health care.” [ii]

According to Youth Engaged 4 Change, “There are many positives to using social media, including social support, connecting with others in a meaningful way, and seeking out information. Here are some benefits to using social media: 

• By reaching out to like-minded people on social media, you can grow your social support network of peers and find help with making personal decisions and forming opinions. 
• Connecting with others on social media can help decrease feelings of isolation.
• Using social media can help you explore your interests and personal identity. It can give you opportunities to try out new hobbies, develop skills, and explore your passions such as artistic, academic, or advocacy interests.
• Social media can help you stay connected with friends who live far away and connect you to new people who share similar interests, while also allowing you to learn from those who have different perspectives.
• Being active on social media can help with developing your personal and professional skills, such as participating in advocacy and leadership efforts, finding internships and job opportunities, and applying to school.” [iii]

According to the Annie. E. Casey Foundation, “In some cases, social media can provide social support from peers or others, which may be especially beneficial for marginalized young people, such as sexual and gender minorities. For instance, according to the Surgeon General’s advisory, social media may boost the mental health of LGBTQ youth by fostering connections with peers, facilitating identity development and enabling social support. 

Research also indicates that social media-based mental health interventions may be useful tools for kids and teens, and they may help young people learn to seek help or professional care when needed. In this sense, social media platforms could serve as a gateway to mental health care or at least online social support as a buffer against stressors.” [iv]

THE NEGATIVE IMPACT OF SOCIAL MEDIA 

While there are many positives to social media use, there can also be harmful experiences, such as online bullying, harassment, and feeling inadequate when comparing yourself to others. 

 

“Pressure, comparing myself, cyberbullying, stuck in a loop of social media, having an empty-feeling effect after use, going down rabbit holes of comparing myself, overwhelming.” [v] – Teen girl 

According to the Surgeon General’s Advisory, children and adolescents on social media are commonly exposed to extreme, inappropriate, and harmful content, including: Content perpetuating body dissatisfaction, disordered eating behaviors, social comparison, and low self-esteem, especially among adolescent girls. [vi] 

Merion Mercy Academy adds, “Social media use can clearly be excessive and problematic for some: 

• On a typical weekday, nearly one-in-three adolescents report using screens (most commonly social media) until midnight or later. 
• Studies have shown a relationship between excessive social media use and poor sleep quality, reduced sleep duration, sleep difficulties, and depression among youth. 
• One-third or more of girls aged 11-15 say they feel “addicted” to certain social media platforms and over half of teenagers report that it would be hard to give up social media. 
• While the surgeon general’s advisory recommends immediate actions that can be taken by policymakers, technology companies, and researchers, much of the burden falls on parents and children themselves. [vii]

Adolescence Is a Vulnerable Phase of Development 

According to the Annie E. Casey Foundation, “The mounting evidence regarding social media’s adverse effects on youth is especially concerning given that adolescence is a critical period of development, when different areas of the brain begin to integrate and the prefrontal cortex develops at an accelerated pace. In this phase, the brain is especially open to learning and growing, and teens may have intensified sensitivity to the nature of social media, according to the Surgeon General’s advisory. Adolescence also involves profound physiological changes — these young people are simultaneously navigating increasing autonomy, forming their identities, developing relationships and more. Thus, the potential effects of social media during this vulnerable phase warrant particular attention.” [viii] 

 

Inappropriate Images

According to Suzanne Blake for Newsweek, "Use of social media also may increase the likelihood that teens would be exposed to violent or inappropriate images that may be difficult to cope with effectively," Ehrenreich-May told Newsweek. "Just like car seats and seat belts increase the safety of children and adolescents in vehicles, putting safety precautions in place to mitigate the negative impacts of social media seems important in terms of public health and general well-being on a population level." [ix]

Source: Pew Research Center

“Numerous studies show that higher levels of social media use among children and adolescents are linked to adverse effects, including depression and anxiety, inadequate sleep (which can disrupt neurological development and lead to depression and suicidal behaviors), low self-esteem, poor body image, eating disorder behaviors and online harassment. These risks are greater for girls versus boys and for those already experiencing mental health issues. 

Additional risks include: 

• Nearly 2 in 3 adolescents are “often” or “sometimes” exposed to hate-based content on social media.
• Studies have found a connection between social media cyberbullying and depression among young people.
• Teen girls and LGBTQ youth are more likely to experience cyberbullying and online harassment, which can lead to negative emotions.” [x]

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Monica Anderson, et. al., Connection, Creativity and Drama: Teen Life on Social Media in 2022

[ii] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health

[iii] Youth Engaged for Change, Tip Sheet on Social Media Use and Mental Health

[iv] Northern Kentucky Tribune, Annie E. Casey Foundation: Social media’s concerning impact on teens’ mental health

[v] Monica Anderson, et. al.,  Connection, Creativity and Drama: Teen Life on Social Media in 2022

[vi] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health

[vii] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media

[viii] Northern Kentucky Tribune, Annie E. Casey Foundation: Social media’s concerning impact on teens’ mental health

[ix] Suzanne Blake, Teens Willing To Give Parents Control of Their Social Media

[x] The Annie E. Casey Foundation, Social Media and Teen Mental Health

Social Media Use by Youth

Source: www.pexels.com

By Sam Piha

“The Centers for Disease Control and Prevention reports that children in the U.S. spend between 6 to 14 hours a day in front of a screen, with much of that time viewing social media content.” [i]

This is one blog in a series of blogs regarding the issue of social media and youth mental health. 

According to the U.S. Surgeon General’s Advisory, entitled Social Media and Youth Mental Health, “In 2017, 85 percent of teens used social media daily, and in 2022, that number had reached 95 percent. This is in stark contrast to 2009, when only around half used it daily, according to the Pew Research Center. At the same time social media use by teens skyrocketed, teenagers found themselves at the precipice of a mental health crisis that hadn't been observed in previous generations.

The number of young adults and teenagers reporting negative psychological symptoms soared for those born in 1995 or later, and the greatest spike occurred in 2011, which is roughly when social media became prevalent across society, experts say.

U.S. social media platforms require users to be at least 13 years old, nearly 40% of kids ages 8 to 12 use social media. The advisory also noted: Adolescents who use social media more than three hours per day face twice the risk of experiencing poor mental health outcomes. A recent survey found that eighth and 10th grade students spend an average of 3.5 hours per day on these platforms.” [ii]

Source: Rawhide.org

“The average teen using social media has 300 Facebook friends, 79 Twitter followers, 150 Instagram followers, and receives more “snaps” from Snapchat than texts. Facebook, Twitter, and Instagram are used mainly to share images through their mobile device. 21% of teens believe using a mobile device allows them to hide information from their parents more effectively.” [iii]

A recent survey of teens showed that, on average, “youth spend 3.5 hours a day on social media, which is particularly concerning because research has shown that those who spend more than 3 hours a day face double the risk of poor mental health including experiencing symptoms of depression and anxiety.” [iv] 

Source: Ruling Our Experience (ROX)

“I would say just don’t use it. It’s kind of a waste of time. You’re just having conversations about pointless things, random pop culture stuff. It just sucks your time. You’re not really getting anything out of it, just short-term satisfaction. It’s kind of meaningless. I know this is kind of outlandish, but I feel like there should be some sort of age limit because I don’t think children should be on the internet.” [v] — Mikael Makonnen, 18, a freshman at American University 

“While social media offers numerous benefits, it is essential to acknowledge and manage the potential dangers it presents to teenagers. We must help teens navigate the hazards of social media and create a safer and more positive online experience. Together, let's empower teenagers to make informed decisions, build healthy relationships, and flourish in the digital landscape—their very lives may depend on it.” [vi] 

“A lot of people make their life artificial so that they’re perceived in a certain way. And I think going into social media, I wish I knew it is a tool to learn from. There’s so much information, and you’re able to learn so much about different things. ... I wish people had that outlook rather than the whole idea of other people viewing you and having to be seen a certain way.” [vii] - Nour Mahmoud, 21, a junior at Virginia Commonwealth University 

To read and download our briefing paper, Social Media and Youth Mental Health, click here.

To watch our webinar on this topic, click here. 

END NOTES

[i] Nancy Skinner, Protecting Our Kids From Social Media Addiction
[ii] U.S. Surgeon General’s Advisory, Social Media and Youth Mental Health
[iii] Rawhide Youth Services, Social Media: A Gateway for Child Predators
[iv] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media
[v] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media
[vi] Merion Mercy Academy, Protecting Teen Girls from the Harmful Effects of Social Media
[vii] The Associated Press, In Their Own Words: What Young People Wish They’d Known About Social Media

Today We Are Thankful

We know that the holidays are a time to remind us to be thankful for what we have. From all of us at Temescal Associates and the How Kids Learn Foundation, we wish you a peaceful and restful holiday! We are most grateful to all of you who work hard to support our youth in out of school time. 

 

The Importance of Financial Literacy

By Sam Piha 

Source: Vermont Afterschool, Inc.

In 2023 we made the case that, “financial well-being is a growing problem for today's youth. For instance, today’s youth can amass debt quickly, often in the form of school loans or credit card debt. We know from research that young people who are financially literate make much better decisions regarding their future finances. However, most young people, especially youth of color, lack access to financial literacy information. This is referred to as America’s financial literacy gap. Afterschool programs are especially well positioned to address the need for financial literacy. ”[i]

We posted a LIAS blog, released a briefing paper and hosted a webinar/training to raise awareness and understanding of the importance of financial literacy for youth. Thus, we were excited to learn from California’s EdSource that, “soon, all California high school students will learn about college grants and loans, how tax rates work, the benefits of insurance and how interest high rates can blow your budget when you miss a payment on a credit card.”

“Research shows that students who have access to high-quality financial education have better financial outcomes as adults that result in less debt and a higher quality of life.” - Tony Thurmond, California Superintendent of Schools

This week, legislators rushed to pass legislation that would make California the 26th state to require a course in personal finance as a requirement for high school graduation as of 2030-31. A semester of personal finance must be offered in all high schools starting in 2026-27. Under the bill, the Instruction Quality Commission, which reports to the State Board of Education, will create a curriculum guide and resources for a personal finance course by May 31, 2026.

The course will include these topics:

• Fundamentals of personal banking, including savings and checking accounts
• Budgeting for independent living
• Financing college and other career options
• Understanding taxes and factors that affect net income
• Credit, including credit scores and the relation of debt to credit
• Consumer protection skills like identifying scams and preventing identity theft
• Charitable giving
• Principles of investing and building wealth, including pensions and IRAs, stocks, bonds, and mutual funds” [ii]

“It’s often the students who need financial literacy the most that receive it the least. Parents of low-income students are far less likely to be financially literate themselves, which means they can’t pass that knowledge down to their children. I truly believe this bill is one of the most impactful and feasible ways we can combat wealth inequality in our state.” - Kayvon Banankhah, a high school junior from Modesto, CA

When asked in a survey, youth reported learning how to manage money was “meaningful” and something they wanted.



Source- Youth Voice: Future Directions for Afterschool Prepares Youth for the Future 

1,087 young people who participate in 321 afterschool programs responded to the survey.

END NOTES

[i] Temescal Associates, Promoting Financial Literacy for Youth in Afterschool Programs
[ii] John Fensterwald, Add personal finance to what every California high school graduate must learn

The Wonder of Being Kind

Source: Character.org

Sixth grade student, Aishi Roy, wrote this essay, which was originally published by Character.org’s The Laws of Life essay contest. This contest encourages elementary, middle, and high school students to reflect and write about a core value that means the most to them – and why.

...

It all started one Monday during lunchtime as I was scouting for my usual group and they were nowhere to be seen in the cafeteria.  

When I noticed a new girl sitting alone at lunch. Her name was Anne, and she seemed shy and nervous. I remembered how it felt to be the new kid in school since I have moved a lot, so I decided to go over and asked “Mind, if I sit here?” Anne nodded. I asked her where she is from. Anne replied, “From Russia.” 

I realized that she was not only new to school but also to the USA. It was a much bigger shift for her than I thought it would be. At that moment, I thought I could develop a new friendship; in this way, I would learn something new and help her with things around school. For the next couple of days, we started hanging out during lunch, and I would help her with small things. It was like a chain reaction of kindness, all because one person took the time to show a little compassion. All of my friends started doing the same. 

It felt like being nice and kind is like having a magic touch that can truly transform the world for the better. It's not a word, it's a way of living. Just imagine if everyone treated each other with kindness, what a world that would be! 

I have found that in my school life, when I am helping a friend with their studies, lending an ear to someone in need of support, or consoling someone who is feeling down, kindness has the ability to make an impact on people's lives. When we extend warmth to others it motivates them to reciprocate in kind. 

Moreover, kindness isn't about how we interact with others; it also encompasses how we treat ourselves. It's vital to extend kindness towards ourselves—to practice self-compassion and self-care. This entails being gentle with ourselves, forgiving our missteps and acknowledging our value. By being kind to ourselves we enhance our ability to display kindness towards others. 

In essence kindness is indeed a strength that resides within each of us. It holds the potential to transform the world through acts of goodwill. As a 12-year-old I hold the magic power to impact those around me positively by doing small acts of kindness. 

Let’s spread kindness everywhere we go and see how the world transforms into a joyful place, for everyone. Keep in mind kindness isn't merely an action we take; it's a reflection of ourselves. Lastly, kindness has this ability to spread from one person to another like wildfire.

MORE ABOUT…

Aishi Roy is a 6th grader at Rose Hill Middle School, Washington.

 

 

The Laws of Life essay contest sponsored by Character.org encourages elementary, middle, and high school students to reflect and write about a core value that means the most to them – and why.

Character.org is a non-partisan organization that advocates for character.

It is comprised of educators, researchers, business and civic leaders who care deeply about the vital role that character will play in our future. Their worldwide network empowers people of all ages to practice and model core values that shape our hearts, minds, and choices. Their mission is to provide global leadership, voice, and resources for developing character in families, schools, and organizations. 

LIAS Learning Principles: Taking Another Look

Source: Real Options for City Kids San Francisco (ROCK SF) 

By Sam Piha

Afterschool youth programs, sometimes referred to as out-of-school time or expanded learning programs, have unique advantages that perfectly position them to complement the learning that happens at school and home, and offer valuable extended learning opportunities. If afterschool programs are to achieve their full potential, they must be known as important places of learning that excite young people in the building of new skills, the discovery of new interests, and opportunities to achieve a sense of mastery. 

In 2010, Temescal Associates launched the Learning in Afterschool and Summer (LIAS) Project to address a great debate as to whether afterschool programs should be focused on academic or youth development outcomes. It was designed to unify the field of afterschool and focus the movement on promoting young people’s learning. The LIAS Learning Principles became a foundational part of the California Quality Standards for Expanded Learning Programs.

We developed research-based LIAS Learning Principle and brought together afterschool leaders from across California to review and help shape the Learning Principles. 

Source: Temescal Associates

These learning principles are strongly supported by recent brain research, afterschool research, and the growing science of learning. They are also well aligned with the 21st century learning skills and workforce skills that young people will need to succeed in the years ahead, as well as efforts to increase young people’s interest in science, technology, engineering, and math (STEM). Each of the learning principles cited below support each other and provide an important framework for afterschool programming. 

“These principles, all critical, reflect what our own field experience and research suggest about the characteristics of effective learning environments. They speak to both staff practices and program content, which is important. I think that working toward mastery, which goes right to the intersection of program content and staff practices – is something we need to be more intentional about in out-of-school time (OST) settings.”- Karen Pittman, Co-Founder of the Forum for Youth Investment 

Source: Temescal Associates

We believe the learning principles are still relevant and useful today. Each of the learning principles cited below support each other and provide an important framework to guide the design, implantation and evaluation of afterschool programs. Below are the LIAS learning principles:

1. Learning must be ACTIVE


Learning and memory recall of new knowledge is strengthened through different exposures – seeing, hearing, touching, and doing. Afterschool learning should be the result of activities that involve young people in “doing” – activities that allow them to be physically active, stimulate their innate curiosity, and that are hands-on and project-based. (CA Quality Standards #2, 3, & 5)



2. Learning must be COLLABORATIVE


Afterschool and summer programs should help young people build team skills that include listening to others, supporting group learning goals, and resolving differences and conflicts.
Collaborative learning happens when learners engage in a common task where each individual depends on and is accountable to each other. (CA Quality Standards #1, 2, 3, & 8)



3. Learning must be MEANINGFUL


Learning is meaningful when youth have some ownership over the learning topic, the means to assess their own progress, and when the learning is relevant to their own interests, experiences, and the real world in which they live. Community and cultural relevance is important to all youth. (CA Quality Standards #2, 3, & 4)

 

4. Learning must SUPPORT MASTERY


If young people are to learn the importance and joy of mastery, they need the opportunity to learn and practice a full sequence of skills that will allow them to become “really good at something.” Afterschool and summer activities should be explicitly sequenced and designed to promote the layering of new skills. (CA Quality Standard #3)



“We spend so much time focused on "achievement" and so little time focused on how to motivate students to learn. The principles advocated by Learning in Afterschool strike the right balance and make sense. We want to see a more holistic approach taken to educating children, one that responds to the developmental needs of the student and focuses on fostering intellectual curiosity and a love of learning. The principles contained in Learning in Afterschool and Summer promote such an approach, and if applied with fidelity, could lead to real improvements in educational outcomes for kids.”- Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

5. Learning must EXPANDS HORIZONS


Afterschool and summer programs should provide learning opportunities that take youth beyond their current experience and expand their horizons. They should go beyond the walls of their facilities to increase young people’s knowledge of their surrounding neighborhood and the larger global community. (CA Quality Standards #2 & 3) 

WHAT OTHER LEADERS SAY ABOUT THE LIAS LEARNING PRINCIPLES

Source: Temescal Associates 

“All five principles are critical. They collectively provide the relevance so desperately needed for students to become engaged and for learning to become alive for them. They also provide the deeper understanding and the discovery of learning that is critical for success in school and life.” - Dr. Willard Daggett, Founder and Chairman, International Center for Leadership in Education

“I used the LIAS principles because I felt they captured many of the core elements that a successful afterschool program should have.  Actually, those principles should be reflected in classrooms during the regular school day as well.” - Pedro Noguera, Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. 

“The five LIAS principles are perfectly aligned with a 21st century learning approach – active, meaningful, collaborative learning projects that provide opportunities to expand one’s horizons and master important knowledge and skills – this is the heart of 21st century learning.” - Bernie Trilling, Author of 21st Century Skills: Learning for Life in Our Times

 “Afterschool and out-of-school instruction needs to be constructed in a way that is consistent and sustained with high quality instruction as well. In other words, how are teachers, mentors, and facilitators trained to ensure ‘active, collaborative, meaningful, supports mastery, and expands horizons’ are actualized in afterschool programs?” - Richard Milne, Associate Professor of Education, Vanderbilt University

Click images below to view two brief videos that detail the LIAS Learning Principles and are excellent for staff training and discussion.

LIAS RESOURCES

Check out the LIAS Website to find additional materials, tools and resources.

The Do's and Don't's for Charities in an Election Year

Source: www.pexels.com

Youth program and non-profit leaders sometimes feel sidelined by the tax code, believing that speaking out about elections is not allowed. But let’s dig deeper. Below we offer a guest blog on this topic, which was originally published by Techsoup. NOTE: This article is for general informational purposes only and does not represent legal advice as to any particular set of facts. Please seek legal counsel as you deem necessary.

Eric Gorovitz

By Guest Blogger Eric Gorovitz, Principal Attorney, Adler & Colvin; Techsoup

The rules governing charities leave lots of room for charities not only to advocate vigorously in service of their communities, even in an election year, but also to participate in the election itself.

By "charities," we mean nonprofit organizations exempt under Section 501(c)(3) of the Internal Revenue Code. As a general rule, nonprofit organizations, including those exempt under other sections, like social welfare organizations [501(c)(4)], labor unions [501(c)(5)], and trade associations [501(c)(6)], are permitted to influence elections more directly than charities. The subject of this article, however, is limited to charities.

While charities cannot take sides in candidate elections, there is much they can do to promote issues of interest, educate candidates about those issues, inform the public about candidate views, and both encourage and enable voter participation in the election.

Armed with a better understanding of the rules, and how to implement them, charities can keep making noise and engaging their constituencies before, during, and after the election.

Issue Advocacy
The fact that an election is coming up does not mean that charities have to stay quiet about the issues that matter to them, even if candidates are also talking about those issues. It does mean, however, that charities have to be thoughtful about how they talk about those issues.

The IRS uses a relatively, but not completely, vague "facts and circumstances" test to determine whether a given communication constitutes issue advocacy or candidate campaign intervention. The former is permissible for a charity; the latter is not. The IRS looks at both the content and the context of a charity's communication and considers the presence or absence of a number of factors to decide whether the communication is appropriate for a charity.

Although there is no exhaustive list of factors, the IRS has identified in Revenue Ruling 2007-41 (PDF) the following factors as important to its analysis:

• Whether the communication identifies one or more candidates for public office (if yes, the risk goes up)
• Whether the communication expresses approval or disapproval for one or more candidates' positions or actions (if yes, the risk goes up)
• Whether the communication is delivered close in time to the election (if yes, the risk goes up)
• Whether the issue addressed in the communication has been raised as an issue distinguishing candidates for a given office (if yes, the risk goes up)
• Whether the communication targets voters in a particular election (if yes, the risk goes up)
• Whether the communication is part of an ongoing series of communications by the organization on the same issue that are made independent of the timing of any election (if yes, the risk goes down)
• Whether the timing of the communication and identification of the candidate are related to a nonelectoral event such as a scheduled vote on specific legislation by an officeholder who also happens to be a candidate for public office (if yes, the risk goes down).

The analysis is not just a counting of factors, though, and they don't all have equal weight. Much depends on the substance, appearance, and manner of distribution of the communication. A charity that knows the rules can design communications during election season specifically to ensure that it does not break the rules.

Source: www.pexels.com

Educating and Engaging Candidates and Voters
Charities can also educate candidates and voters and promote voter participation in the election, so long as they conduct those activities in a way that does not reflect support for or opposition to any particular candidate or party for election. These "nonpartisan" activities, also explained more fully in Rev. Rul. 2007-41 (see link above), can include (among others) the following, if properly designed and conducted:

• Voter guides and candidate questionnaires
• Candidate forums and debates
• Voter registration activities that do not target voters based on voting preferences. (Caution: Private foundations generally cannot fund or conduct voter registration drives.)
• Get-out-the-vote activities that do not target voters based on voting preferences
• Sharing previously prepared educational materials with all candidates in a given race, but not producing new material at a candidate’s request

A Few No-Nos
Of course, some activities that charities occasionally consider are clearly not permissible. These include (among others) the following:

• Asking candidates to pledge to support or oppose a particular position, if elected
• Endorsing any candidate or party for election at any charity event or in any charity publication, newsletter, e-mail, or social media communication
• Making contributions to candidates or parties
• Providing tailored information to candidates upon request
• Allowing a candidate or party to use any charity resources for campaign purposes

Stay Involved, but Manage Your Risk
The outcome of elections is often important to a charity's ability to accomplish its mission and to the well-being of its constituents. Fortunately, the onset of election season does not prevent charities from loudly and vigorously pursuing their charitable purposes. While there are risks to manage, charities that know the rules can stay actively involved in the public discussion, even during election season.

Additional Resources to Learn More

From TechSoup:

• Read about what grantees need to know about due diligence.
• Learn What's the Difference Between a Nonprofit and a Charity?
• Get background on Lobbying by U.S. Public Charities and Their Foreign Equivalents.
• Go deeper on Political Campaign Activity.

From Alliance for Justice:

• Rules of the Game: Nonpartisan Election Year Advocacy (Podcast episode)
• Comparison of 501(c)(3) and 501(c)(4) Permissible Activities
• Praising and Criticizing Incumbents

From the IRS:

• Election Year Activities and the Prohibition on Political Campaign Intervention for Section 501(c)(3) Organizations (PDF)
• Election Year Issues (PDF)

MORE ABOUT…

Eric Gorovitz's practice spans the full range of nonprofit and tax-exempt legal issues, with emphasis on political advocacy and nonprofit corporate governance. Mr. Gorovitz is the former President of Youth Enrichment Strategies and served on the board of an independent school. He is also a member of the California Political Attorneys Association, the tax law section of the American Bar Association, the California State Bar Association, and the Bar Association of San Francisco. He has lectured at (among others) U.C. Berkeley, Johns Hopkins University, U.C. Hastings School of Law, and Golden Gate University School of Law, and conducted trainings for nonprofit organizations across the country. Mr. Gorovitz has served as Director of the West Coast office of Alliance for Justice; Policy Director at the Coalition to Stop Gun Violence, the Million Mom March, and the Trauma Foundation.

Techsoup equips changemakers with transformative technology solutions and skills they need to improve lives globally and locally. They do much more than offer discounts on the tools that you need. Read about all their great initiatives and how they get these resources — and more — into the hands of people working for good all over the world.

Lights on Afterschool Planning Tool

To learn more about this event, sponsored by the Ever Forward Club, click here.

Beyond Voting: What Else Youth Can Do in the 2024 Elections

By Sam Piha

The 2024 election offers a number of opportunities to engage older youth. These opportunities go beyond voting. (This blog is an excerpt from our recently released briefing paper entitled, How Can Afterschool Programs Promote Civic Engagement and the Youth Vote in 2024.)

Serve as a Voting Captain
“This is someone who volunteers to get-out-the-vote by talking to their friends and family about making a voting plan. This is a quick, easy and covid-safe volunteer opportunity to get out the vote. Studies have shown that talking to friends and family is the most effective way to increase voter turnout.” [i]

Serve as a Political Campaign Volunteer
Supporting a campaign may involve an important issue or a candidate. Youth can:

• Volunteer on a local, state, or national political campaign
• Attend a campaign event with a family member
• Talk to those who are eligible to vote about your preferred candidates, what they stand for, and why it matters to you.

Serve as a Poll Worker
“Poll workers are critical to the success of an election. Having an adequate number of poll workers to staff polling places on and before Election Day can ensure voters receive the assistance they need at the polls and can help provide a positive and smooth voting experience for all. By signing up to be a poll worker, you can Help America Vote. 

Source: Grow the Vote

While specific duties and compensation vary depending on location, poll workers are the face of the election office during voting. Most jurisdictions task election workers with setting up and preparing the polling location, welcoming voters, verifying voter registrations, and issuing ballots. Poll workers also help ensure voters understand the voting process by demonstrating how to use voting equipment and explaining voting procedures.” [ii]

Click here to learn a few important steps poll workers can take to ensure they are ready for Election Day. Click here to learn more about becoming a poll worker in the future, for more information on being a poll worker in your community and how to sign up.

END NOTES
[i] Turnout Nation, Become a Voting Captain
[ii] U.S. Election Assistance Commission, Poll Worker Resources for Voters 

To learn more about this event, sponsored by the Ever Forward Club, click here.