Deportation: Guardianship for Minor Children, Power of Attorney and What Schools Can Do to Help

Source: Shawn Thew / EPA/ LA Times

By Sam Piha

Regardless of immigration status, parents should understand the importance of guardianship for minor children and a power of attorney document. 

Guardianship 

“What is Guardianship? Guardianship of minor children allows one person to make decisions on the children’s behalf. Under guardianship, control is relinquished from a biological or adoptive parent to another person on a temporary or permanent basis.  Usually, a minor’s guardian is appointed upon incapacity, disability, or death of the legal parent.

There are three different types of guardianship: informal guardianship, temporary legal guardianship, and permanent legal guardianship. Depending on the type of guardianship, powers consist of one or more of the following:

1. Assuring the maintenance and care of another person
2. Making financial, medical, and educational decisions
3. Reporting to the court about the guardianship status on an annual basis.” [i] 

“You should think about who will care for your children if you are detained or deported. This is an essential part of safety planning. However, not everyone will need a court-appointed legal guardian. You should be aware that a guardianship will give the guardian the right to make decisions concerning your children, including whether to allow your children to see you. It may be difficult to terminate a guardianship if you change your mind. You should consult with an attorney before seeking a guardianship. 

Power Of Attorney (POA)

A Power of Attorney document is a written document that grants a designated person (your “Agent”) authority to act on behalf of the person giving the POA in some matters. The authority of the Agent may be broad or limited and may allow decisions regarding finances, medical treatment, and/or property. A POA is not a standardized, “one size fits all” form. POAs are not guardianships and an Agent who has authority under a POA is usually not authorized to care for or make decisions on behalf of one’s children.

Not everyone needs a POA. Each person should consider whether a POA is right for them based on their individual circumstances. A POA may be useful because it can be used to allow a trusted friend or family member to access your bank account. If you do not have a bank account in the United States or other substantial financial assets, there may not be a compelling reason to complete a POA. Many banks allow customers to manage their accounts from outside the United States, so if someone is deported, they will generally be able to access their resources from abroad.” [ii]

Source: Wellpoint Care Network

What Schools and Educators Can Do to Eradicate Fear 

According to Kayla Lee, “Although the ICE has a 'Sensitive Locations' policy stating that it generally will not conduct enforcement actions at or near schools, the series of raids—especially those that picked up children en route to school—are causing families to doubt their safety within their own communities. 

The Los Angeles Unified School District, or LAUSD, voted to prohibit ICE officers from entering school campuses until they have contacted school officials for approval. Additionally, Steve Zimmer, LAUSD school board president, presented a resolution to the school board forbidding the presence of ICE officers on campus until the LAUSD superintendent and lawyer’s office make the decision to allow it. The resolution also gives the superintendent 90 days to come up with a plan to provide assistance, information, and safe havens for students and families faced with fear and anxiety over immigration enforcement efforts. School officials’ actions are important to the protection of unauthorized students and families. According to LA School Report, an unauthorized mother who spoke to LAUSD said that she felt ‘relieved knowing that they can now go to school for help.’ 

Schools in Prince George’s County, Maryland, have implemented policies to make clear the conditions under which law enforcement officers can interview or detain children on school grounds. The CEO of Prince George’s County Public Schools wrote an open letter to the U.S. Department of Homeland Security in which he expressed his concern for immigrant students who are experiencing fear and anxiety over the recent deportations. 

Beyond policies that bar ICE officials from campuses, educators can also allay the fears of students and their families by establishing best practices to provide support and guidance.” [iii]

“The protection of the right to K-12 education for all children established in Plyler v. Doe helps educators create safe environments for immigrant students where they can achieve their full potential. High-quality education is a critical, long- term investment for all children in the United States, and it cannot exist when school attendance is limited by fear.” [iv]

Kayla Lee concludes, “All students are more likely to succeed when their communities come together to protect them. Schools and communities—especially those with high unauthorized immigrant populations —across the United States should follow the examples of Durham, LAUSD, and Prince George’s County and create safe spaces for their students.” [v]

END NOTES:
[i] A People’s Choice, Types of Guardianship for Minor in California
[ii] National Immigrant Justice Center, Guardianship & Power of Attorney
[iii] Kayla Lee, How Educators and Communities Can Reduce the Fear of Deportation Among Unauthorized Students and Families
[iv] IBID.
[v] IBID.

Deportation: Things Immigrant Families Can Do Now to Protect Loved Ones

Top Left: American Immigration Council, Top Right: The Hill,
Bottom Left: VCG/Qian Weizhong, Bottom Right: KERA News.

By Sam Piha

Create A Safety Plan 

Many immigrant family advocates suggest that immigrant families, regardless of status, should create a safety plan in case family members are taken into custody by ICE. The safety plan can be shared with parents. The National Immigrant Justice Center provides steps for creating this plan below.

• “Identify your emergency contacts and list and memorize their phone numbers. 
• Provide your child’s school or day care with an emergency contact to pick up your child.  
• Provide authorization in writing for your emergency contact to make medical and legal decisions for your child. 
• Tell your loved ones that if you are detained by ICE, they can try to use ICE’s online detainee locator to find you: https://locator.ice.gov/odls/#/search.” [i]

“Right now, we haven’t made a plan because you don’t want to accept it, but I don’t know,” she said. ‘It would probably be good to make a plan, but sometimes you just don’t want to accept it yourself. She asked me, ‘What if they take you while I’m in class? Who will pick me up? Where will I go?’” [ii]

Mobilization for Justice advises, “The simplest way to plan for your child’s care is by filling out a Parental Designation form. Contact MFY Legal Services for a sample parental designation form. This form gives another person temporary authority to help your child get medical care, enroll in school, and get public assistance. 



• You choose the person. It can be any person you trust to care for your child. You and the person both have to sign the form. 
• You are not required to go to Family Court. You do not give up any rights over your child by filling out a Parental Designation form, and you can revoke it at any time. 
• The form is valid for six months if it is notarized. It is only valid for one month if it is not notarized. You can re-sign the form as many times as needed. 
• If your child has special medical needs, or if the other person will be caring for your child indefinitely, the person designated may need to go to Family Court to get a legal order for Custody or Guardianship. Additional information on Custody and Guardianship may be found on the “Caregivers/Relatives” side of this guide. Please contact Mobilization for Justice for more information about this.

Update emergency contact information at your child’s school. Add contact information for adults who can pick up your child if you become unavailable. Also update the emergency contact information with your child’s doctor, school bus, and after school programs. 

Make copies of your child’s important documents. Leave copies with an adult who will be able to care for your child if you are deported or unavailable to care for them.” [1]

Also, Mobilization for Justice advises immigrant families to:

• “Seek A Legal Consultation: With private attorneys: Call the American Immigration Lawyers Association at 1-800-954-0254 for a referral. With nonprofit organizations that employ U.S. licensed attorneys or Department of Justice accredited representatives: A list of these organizations can be found at Immigration Advocates Network.
• Collect Your Documents in A Safe Place: Keep your identity information and financial information in a safe location. Gather documents showing the length of time you have been in the United States; the most recent two years are most important. This can include U.S. income tax returns, utility bills, leases, school records, medical records, bank records, or other documents. Make sure your emergency contact can access all of these documents. Read and practice NIJC’s guidance on what to do if you encounter ICE in your community.
• Avoid Immigration Fraud: Only seek legal advice from an attorney or an accredited representative at a Department of Justice-recognized nonprofit organization. Lawyers must have a license from a U.S. state to practice law. Ask to see their law license. Law licenses from other countries do not authorize the practice of law in the United States.  Accredited representatives must be accredited and work for a nonprofit agency recognized by the Department of Justice. Ask to see their accreditation documents. Never sign an application with false information and never sign a blank form. Ask for copies of everything you sign. 

If the advice sounds too good to be true, get a second opinion before filing an immigration application. Read NIJC’s full guidance on how to avoid immigration fraud. 

• Be Alert for Digital Scams: Be skeptical of social media posts promising new or quick immigration relief. The U.S. government (including Department of Homeland Security, U.S. Citizenship and Immigration Services, Immigration and Customs Enforcement, and State Department) will never contact you via WhatsApp or social media. With limited exceptions, such as people who are released from detention and told they must check in with ICE via telephone, the U.S. government generally does not contact individuals by phone. 

If you receive an unexpected message or phone call from someone who claims they are an immigration officer or other government official, do not respond or share personal information. Do not wire or transfer money to pay a “processing fee” or for any other reason.  If in doubt, consult an attorney or accredited representative before taking any action. Avoid sharing unverified information on social media.

• Know And Defend Your Rights: No matter the immigration status, everyone has rights under the United States Constitution. Know your rights and what to do if Immigration and Customs Enforcement (ICE) comes to your child’ school.” [2] To learn more about your rights, click here.

Source: www.pexels.com

According to the National Immigrant Justice Center, “All persons in the United States have constitutional protections, including the right to remain silent when questioned or arrested by immigration officers. Being stopped by immigration officers or other law enforcement can be frightening, but it’s important to stay calm. During any encounter with law enforcement, it’s important to do the following:

• Stay calm and don’t run, argue, resist, or fight the officer, even if you believe your rights are being violated or you are being treated unfairly. Keep your hands where police can see them, and tell them if you need to reach into a glove compartment or for a wallet to show your papers.
• Don’t lie about your status or provide false documents.
• If you are pulled over in a traffic stop: Ask if the officer is from the police department or immigration. Immigration officers often identify themselves as “police,” but they are not police. Ask if they are from Immigration and Customs Enforcement (ICE) or Customs and Border Protection (CBP). If they are immigration officers, follow these guidelines about what information to provide.   
• If you are a U.S. citizen or have lawful immigration status: Show your passport, legal permanent resident card, work permit, or other documentation of your status. If you are over the age of 18, you should carry your papers with you at all times.
• If you are undocumented: You have the right to remain silent and do not have to discuss your immigration or citizenship status with the police, immigration agents, or other officials. Anything you tell an officer can later be used against you in immigration court.
• If an officer knocks on your door: Do not open the door. Teach your children not to open the door. Officers must have a warrant signed by a judge to enter your home. ICE “warrants” are not signed by judges; they are ICE forms signed by ICE officers and they do not grant authority to enter a home without consent of the occupant(s).
• If you are outdoors and think you see immigration officers nearby:
• Move to a safe indoor space
• If you are a U.S. citizen and feel safe to do so, record the activity with your phone or write down any relevant information about what you witness—ALWAYS being careful to not interfere or otherwise obstruct the operation

DO NOT:

• Post unverified information on social media
• Interfere with the investigation or otherwise put yourself in harm’s way.” [3]

END NOTES:

[1] Mobilization for Justice, Family Plan for Parents Preparing for Potential Deportation
[2] Mobilization for Justice, Know Your Rights: What to Do If Ice Comes To Your School
[3] National Immigrant Justice Center, What “mass deportations” might look like 

Ask Congress to protect 21st CCLC and other youth funding!

"The President proposed a budget that appears to eliminate 21st Century Community Learning Centers (21st CCLC) program. 21st CCLC is the only federal funding stream dedicated to afterschool and summer programs, supporting thousands of local programs across the nation. The proposed Executive Budget also levies enormous cuts on the Department of Education and other agencies that support afterschool and summer programs and the youth and families they serve." - New York State Network for Youth Success  Read Afterschool Alliance's blog here.

Trump and Afterschool- What You Need to Know

Source: Google Gemini AI Generated Image

By Sam Piha

Given the rapid pace of President Trump’s executive orders and announcements, we thought it was important to get the latest on the impacts on afterschool funding. To learn more we interviewed Erik Peterson, Senior Vice President of Policy at the Afterschool Alliance. See our questions and his responses below. 

Q: We know that Trump's executive actions will have a large impact on schools. Anything here we should be alerted to?

Erik Peterson

A: There are several Presidential Actions or Executive Orders that are impacting or will impact schools. We have seen Executive Orders target specific educational practices, such as diversity, equity and inclusion programs and teaching about certain topics like race or gender, and some schools are making changes to how they approach or teach these topics as a result. The Executive Order on school discipline could influence local district policies on discipline by potentially limiting certain approaches to discipline and impacting how schools deal with student behavior, possibly creating a more restrictive environment. 

The Executive Order promoting educational freedom and choice by expanding options for families, such as school vouchers or alternative educational settings, does not yet appear to have had a widespread impact on schools, but could potentially shift resources and influence how families choose their children's education.  

Executive Orders and agency policies on immigration and deportation have reportedly impacted school and afterschool attendance and the feeling of a safe school environment. Many of the Orders are being challenged through the federal justice system, and state and local laws or policies can run counter to the Executive Orders. Afterschool programs can share the impact of these, or other Executive Orders as well as grant terminations here: https://3to6.co/2025stories

Q: We know that any actions that impact schools may affect afterschool programs. However, there are more direct actions, such as the threat to 21st Century Community Learning Centers. Do we have any definitive news about funding that goes directly to afterschool programs? 

A: The proposed “skinny” budget for FY 26 released by the Trump Administration on May 2 would have a devastating impact on schools, if Congress chooses to follow the proposal. The budget proposal seeks to cut the Department of Education budget by $12.4 billion (15% from current level). It proposes a cut of $4.535 billion across K-12 programs; although mostly preserves Title I funding (it does propose to eliminate $428 million from Title I, Part C “Migrant Education and Special Programs for Migrant Students” which aim to ensure that all children of migratory farm workers and fishers reach challenging academic standards.)   

The budget proposes a $2 billion block grant for 18 other K-12 programs into a new “K-12 Simplified Funding Program;” and proposes level funding for Individuals with Disabilities Education Act (IDEA) as well as a new "Special Education Simplified Funding Program" that consolidates seven unnamed IDEA programs. Finally, the “skinny” budget seeks to eliminate TRIO, GEAR UP, Federal Work Study, and the Preschool Development Grant Birth through Five (PDG B-5) program. There is a proposed funding increase of $60 million for Charter Schools, which would bring total funding for the federal charter school program to $500 million.



Source: Camp EDMO

With regard to afterschool programs specifically, the “skinny” budget proposal appears to eliminate the current, dedicated $1.329 billion 21st CCLC program through the proposed consolidation of 18 education discretionary and formula grant programs into one block grant totaling only $2 billion; and then proposing to cut the existing programs by $4.535 billion. It is possible afterschool and summer could be an allowable use of the new “K-12 Simplified Funding Program” for schools, however that means 21st CCLC funding as we know it would be eliminated as community-based organizations, faith-based organizations, etc., would no longer be eligible for grants, and activity funding for capacity supports/professional development would go away. 

The full budget proposal from the President is expected later in May or in June. Again, it is important to emphasize that this is a proposal only; Congress can reject it as they did similar proposals to eliminate 21st CCLC from President Trump in his budgets from 2017-2020.

Q: For those who wish to advocate to preserve funding for afterschool, do you have any thoughts? 

A: Advocates, partners, young people, and friends of afterschool and summer programs have a range of actions they can take. Reaching out to your Senators and Representatives is a first step – sharing the impact of afterschool and summer programs and how federal funding for these programs supports children, youth, families, and communities, being specific as possible. Advocates can also make sure local and state elected officials are aware of the importance of federal afterschool and summer funding as well and ask their help in making the case for ongoing funding. Perhaps the best strategy is site visits, working to get Members of Congress and their staff to visit local afterschool or summer programs and see firsthand the impact these programs are having. A site visit toolkit can be found here: https://afterschoolalliance.org/reachPolicySiteVisit.cfm  and more ways to advocate can be found here: https://afterschoolworksforamerica.org/ 

Another important thought on funding for afterschool programs, is that the federal uncertainty is an opportunity to continue the progress at the state level for advocating for state afterschool and summer funding. In the past several years we have seen more than 10 new states begin investing in afterschool and/or summer learning opportunities, bringing the total to 27. State funding streams can reflect the needs of local communities and can help make federal investments go further, and the 50 statewide afterschool networks have been key leaders and partners in expanding state funding for local programs. For more on the state afterschool funding landscape see:  https://www.afterschoolalliance.org/afterschoolsnack/2024-in-review-New-state-investments-help-grow-support-for_01-09-2025.cfm

Q: For those who wish to send a letter to their Congressperson advocating for afterschool funding, do you have any suggestions on what they should emphasize, such as the number of kids that may be impacted, etc.?



A: Advocates should emphasize the impact the program is having on children, families and community. Providing number of students served, as well as any outcomes from evaluations covering academics and other supports, can help paint the picture of how valuable these programs are. Anecdotes that provide specifics of how the programs are helping families are valuable. Describing what might happen if the program loses funding is also important. Finally, the messenger is important as well - parents reaching out to Congress about how important these programs are can help illustrate why funding must not be eliminated or reduced.

MORE ABOUT...

Erik Peterson joined the Afterschool Alliance in July 2009 and coordinates and advances the Afterschool Alliance’s policy efforts at the federal level by helping develop policy goals and implementing strategies that advance access to quality afterschool and summer learning programs for all. Erik works to build and strengthen relationships with policy makers and allied organizations to increase public support and funding for out of school time programs. Prior to coming to the Afterschool Alliance, Erik worked for the School Nutrition Association (SNA) in the Washington DC area, and as both an AmeriCorps VISTA and staff for the Sustainable Food Center in Austin, Texas. 

The Afterschool Alliance works to ensure that all youth have access to affordable, quality afterschool programs by engaging public will to increase public and private investment in afterschool program initiatives at the national, state, and local levels. They are an effective voice for afterschool in efforts to expand quality affordable afterschool and summer programs. The Alliance serves as an information source on afterschool programs and resources and encourages the development of local, state, and national afterschool constituencies and systems. The Alliance strives to communicate the impact of afterschool programs on children, families, and communities. 

President Calls for Elimination of Afterschool and Summer Funding

Source: www.pexels.com

According to Google AI, “Here's a breakdown of President Trump's afterschool policies, particularly his budget proposals, have had a significant impact on afterschool programs, primarily through proposed cuts and changes to federal funding streams. Here's a breakdown of the key impacts:

• Proposed Elimination of 21st Century Community Learning Centers (21st CCLC) Funding: The 21st CCLC program is the largest federal funding source specifically for afterschool and summer learning programs. President Trump's administration repeatedly proposed eliminating 21st CCLC funding, arguing the program lacked evidence of effectiveness. These proposals, if enacted, would have led to the loss of afterschool and summer programs serving millions of children and families, particularly in high-poverty areas. 


• Proposed Cuts to Other Education Programs Supporting Afterschool: Trump's budget proposals also included cuts to other federal programs that indirectly support afterschool, such as Title II (Supporting Effective Instruction State Grants) and Title IV Part A (Student Support and Academic Enrichment Grants). These cuts would have further reduced resources available to states and localities for afterschool and related enrichment activities. 

• Consolidation and Block Granting Proposals: Some proposals aimed to consolidate various K-12 programs, including afterschool and summer learning funding, into a single block grant. This approach raised concerns about the potential for reduced funding for afterschool specifically and a loss of focus on the unique needs of these programs. 

• Impact of Overall Education Budget Cuts: President Trump's budget proposals generally sought to reduce the overall budget for the Department of Education. This could have resulted in reduced capacity for federal oversight, technical assistance, and innovation in afterschool programming.  

• Bipartisan Opposition and Congressional Action: While the Trump administration proposed these cuts, afterschool programs generally enjoyed strong bipartisan support in Congress. Congress often rejected the proposed cuts and maintained or even increased funding for programs like 21st CCLC.  

In Summary: President Trump's policies towards afterschool programs were largely characterized by proposed funding cuts and shifts in federal education policy. While some proposals were not enacted due to Congressional opposition, they created uncertainty and challenges for afterschool programs relying on federal support.” [i]

Source: Boost Cafe

According to Afterschool Alliance, “The President’s proposed ‘skinny’ budget for 2026 puts funding for afterschool and summer programs via 21st Century Community Learning Centers (21st CCLC) at risk. The proposal appears to eliminate entirely or collapse 21st CCLC into a consolidated grant program, lumping 18 programs together without enough funding for them all. Please urge your representatives in Congress to sustain this funding! [See Erik Peterson, Senior Vice President of Policy, Afterschool Alliance Afterschool Snack Blog here.]



21st CCLC supports nearly 1.4 million youth in programs in every state. Remind them of the importance of local afterschool and summer learning programs.

It supports 10,000 local programs serving nearly 1.4 million across the nation. The President’s proposal appears to eliminate entirely or collapse 21st CCLC into a consolidated grant program, lumping 18 programs into a fund to be sent to states without enough money to pay for them. With $12 billion in cuts to education programs overall, the consolidation effectively eliminates 21st CCLC afterschool and summer program grants. 

The need for afterschool has never been greater: for every child in a program, 4 are waiting to get in. Help make sure those doors stay open. Ask our leaders to act.
 

Please take a minute to make a phone call to your elected officials. A phone call helps show how much this issue matters to you! Don’t stop there:

- To help get the word out, use the tools at 3to6.co/Challenge. 
 

- See how the proposed cut could affect your state at AfterschoolWorksforAmerica.org

Federal support is essential to help the nearly 25 million children and youth who would be in an afterschool program if one were available. Increased program costs are making it harder for afterschool providers to serve families and children. In communities nationwide the need cannot be greater for math and reading enrichment, healthy activity and nutritious snacks, and hands-on, engaging activities that help children learn and grow.



Please take two minutes to send a message to Congress in support of afterschool and summer learning programs." [ii]

END NOTE:

[i] Google AI, How Have Trump’s Policies Impact Afterschool Programs?

[ii] Afterschool Alliance, Don't Eliminate Afterschool and Summer Funding in FY 2026

Deportation: How to Talk with Your Kids and Staff Education and Training

Source: www.pexels.com

By Sam Piha

Many afterschool programs serve immigrant families. Many of these families have fears about the latest deportation campaign and how best to handle themselves, should ICE show up. These fears are shared by children and may be expressed at home or in the afterschool program. This raises the question of how best to talk with kids about their fears. It may be best to communicate with adult family members on how this is being dealt with within the family and share the advice of this blog.

According to Google AI, “When talking to children about the possibility of deportation, be honest and age-appropriate, reassure them of your love and support, and focus on their family's plan to stay safe and together. Here's a more detailed guide:

1. Explain in Simple Terms:

• Use clear language: Avoid legal jargon or complex terms. Explain what "deportation" means in a way they can understand, such as "being sent back to another country". 
• Focus on the facts: Don't exaggerate or scare them with unnecessary details. Stick to the information you know and can control. 
• Answer their questions honestly: If they ask about specific scenarios, answer them directly and truthfully, but avoid overwhelming them with details. 

 2. Reassure and Comfort:

• Emphasize your love and support: Let them know that you love them very much and that you will do everything you can to keep them safe and together.
• Focus on your plan: Explain that you have a plan in place and are taking steps to ensure your family's safety and well-being.
• Validate their feelings: Acknowledge that they might be feeling scared, worried, or sad, and let them know it's okay to have those feelings. 

3. Focus on the Positive:

• Emphasize your strengths: Talk about your family's strengths and resilience. Remind them that you are a team and that you will get through this together.
• Highlight positive aspects of your community: Talk about the resources and support systems available to you and your family, such as community organizations, friends, and family members.
• Focus on the future: Talk about your hopes and dreams for the future and how you will work together to achieve them.” [i]

Source: www.pexels.com

Staff Education and Training

Because the advice for immigrant families can be very complicated, we recommend that afterschool staff invite a local immigrant advocacy organization to train staff and parents. We also recommend that program leaders confer with school leaders, as the district may have immigration policies and content experts that can also train staff and parents.  

END NOTES:
[i] Google AI, How to Talk With Kids About Deportation

Why Equity Matters in Youth Sports

Source: Positive Coaching Alliance

by Guest Blogger Rob Marcus, Chief Community Impact Officer, Positive Coaching Alliance (PCA). This was originally posted on the PCA Blog. 

We often speak of sports as a unifying force that transcends differences and brings people together. Participating in sports can help young people develop healthy habits that last a lifetime(1). However, beneath the surface of fun and games lies a serious issue that deserves greater attention. To truly celebrate the profound impact of sports, we must first champion equity. This is especially crucial for youth sports, where the youngest athletes are just discovering their passion, unaware of the numerous systemic barriers that threaten their fundamental right to play.

Kids growing up in marginalized areas have disproportionately limited opportunities to engage in sports compared to their peers, which can deprive them of many associated benefits: positive physical and mental health, socio-emotional support, academic success, and future career options. Championing equity means advocating for equal access, and opportunity for all young athletes, so all communities have the capacity to create positive and empowering youth sports experiences. We’re in a moment where youth sports providers, advocates, and community leaders must pay attention to the issue of equity—something we’ve all been reexamining over the last few years of racial uprisings, economic downturns, and a devastating pandemic. It’s our collective responsibility to bridge the equity gap and reshape sports culture for generations to come.

What is the sports equity gap?

Systemic barriers, such as pay-to-play fees, constrained school budgets, lack of diverse coaches, and the poor quality of facilities and equipment marginalize low-income and communities of color, putting kids on the sidelines. The disparity between youth from lower-income families and middle- and higher-income families has been found to be somewhere between a 16 and 25 percent participation gap(2). They also abandon these activities due to financial constraints at a staggering six times the rate(3). There’s also a racial divide with BIPOC (Black, Indigenous, People of Color) youth playing sports at a significantly lower rate than wealthier, white youth(4). The consequences of this are immense. 

Research has shown that kids who play sports not only experience improvements in physical fitness, overall health, and mental well-being(5), but also develop essential life skills such as discipline, perseverance, teamwork, and goal-setting(6). Identifying and nurturing athletic talent at a young age is not just about professional sports ambitions. Communities that encourage youth sports and physical activity also benefit from being healthier and more productive(7). So, ignoring the sports equity gap not only means denying low-income youth the joy of play, but it may also deny them the chance to become thriving, engaged community members. 

Source: Positive
Coaching Alliance

One youth sport that has particularly struggled to be accessible, especially in urban areas, is baseball(8). Pricey fees for traveling teams and limited access to fields to practice on in Black and Brown neighborhoods has resulted in a low number of Black American baseball players at the college and professional level. Here in Oakland, where Positive Coaching Alliance convenes one of our local Sports Equity Coalitions, the Oakland Babe Ruth League has seen a significant decrease in participation over the past few decades. According to a KTVU news report, in the late 80’s through the mid 1990’s, the league had 1,200 players and 92 percent of them were Black. As of 2021, there were 250 players, 40 percent of them Black.

“As an organization deeply rooted in our community, we’ve witnessed with concern the decline in participation in our youth baseball program over the past few decades. It’s a trend that we cannot ignore. While our program has always been a source of pride for us, we recognize that the changing landscape of youth sports, including the shift towards expensive travel leagues and the lack of access for marginalized communities, has taken a toll on our beloved sport.” - Louie Butler, President of Oakland Babe Ruth Little League.

The sports equity gap also affects girls and women of color, both as players and coaches, as they face additional and unique barriers. Equal pay and quality facilities for women soccer players has been a mainstream debate in the United States, even as our National Team is recognized as one of the most successful soccer teams in the world. Research shows that girls enter sports later and drop out earlier and at higher rates than boys(9). Youth sports also struggle with the low number of women coaches and women in leadership positions who have a tremendous influence on girls’ self-esteem, confidence, and long-term commitment. And while Title IX has contributed to improving overall gender equity in sports, girls of color are disproportionately faced with limited access, opportunities, and support for them to play alongside their white peers successfully(10). 

Source: Positive Coaching Alliance

Changing communities, changing systems

So how do we begin to address the Sports Equity Gap? It cannot just be on an individual level—not if we want better than incremental progress. We must see youth sports as a system, akin to education or criminal justice. Systems prioritize functionality over equity. To drive meaningful change for our children, we must scrutinize the youth sports system holistically, assessing all its components and stakeholders.

Through Positive Coaching Alliance’s Sports Equity Initiative, we’re actively pursuing systemic change through a collective-impact approach to battle racial and gender equity gaps in the youth sports system. We believe in the transformative power of collective action and coalition building as our strategic approach, working closely with local stakeholders to realize their vision of an inclusive and positive sports environment that reaches all young people and their coaches. Our commitment extends to identifying the root causes of inequities and implementing targeted solutions, including collaborating with community leaders to develop community-based interventions, conducting outreach and inclusive volunteer coach recruitment, providing access to high-quality coach education, and actively advocating vigorously for necessary policy reforms.

While we’re active in this space, other amazing organizations are also critical players in the sports equity movement.

• The Play Equity Fund is focused on bringing the transformational power of sport and play to all children, regardless of their race, gender, zip code or socioeconomic status. The Play Equity Fund is the only nonprofit focused solely on Play Equity as a social justice issue. The Play Equity Fund was established by The LA84 Foundation as its 501(c)3 public charity partner.
• King County Play Equity Coalition is a Seattle-based network of organizations dedicated to shifting power and centering physical activity as a key part of health and youth development. Read their latest findings from their Youth Action Team on how to make white-dominated sports more inclusive and welcoming for youth of color.

Source: Positive Coaching Alliance

• Coalitions for Sport Equity is a national group of city and region-based collectives representing sport, physical activity, and play-based organizations in communities nationwide. Supported by the Center for Healing and Justice through Sport, this collective is working to empower local communities to organize for positive change in youth sports.
• Project Play is an initiative that connects the silos across the disjointed landscape of youth and school sports and develops systems-level solutions. Launched in 2013 by the Sports & Society Program of the Aspen Institute, the award-winning initiative convenes leaders, identifies gaps in access to quality sport activity, and mobilizes organizations for action. 
• Laureus USA is a grant-making, nonprofit organization that supports the growth and deepens the impact of programs that use sport for social change. Working globally, Laureus’ purpose is to change the world through the power of sport. Through their Sport for Good Cities program, they play the backbone role in uniting stakeholders, providing resources, and driving collaboration at the local level.

While these dedicated organizations stand at the forefront of the sports equity movement, their collective efforts underscore the significance of unity in reshaping youth sports.

“Collective action is crucial for empowering communities to tackle systemic challenges by uniting voices, resources, and efforts towards the shared goal of achieving equity in youth sports in Seattle. For our coalition, it’s a model that holds the promise of creating enduring and meaningful change. We are committed to centering young people and communities of color, and we actively work with and through our community partners to break down barriers hindering access to youth sports, play, and movement in historically underserved areas,” - Bookie Gates of the King County Play Equity Coalition and Founder of Baseball Beyond Borders.

 

Source: Positive Coaching Alliance

The future of sports equity 

Looking ahead, we aspire to achieve equity in outcomes, not just access. We want kids to not only enter sports, but to stay in them. Participation in youth sports is done right when kids have the opportunity to reap the long-term benefits. We aim to see increased youth participation rates in low-income communities of color, amplified BIPOC coach representation, and greater involvement of girls and women of color as players and coaches. We seek improved access to quality coach education, fostering a positive culture in youth sports through collaboration with local stakeholders.

If this future excites you, then we hope you will take time to think about your role in this work. We will continue to discuss more issues on equity, inclusion, and belonging in sports over the next year, focusing on different groups and issue areas. You can get involved with your community by signing up to become a coach, attending one of our coach workshops on how to create a positive youth sports experience, or searching for a local sports equity coalition near you. Please also check out PCA’s Women and Girls Initiative to learn more about why equity initiatives must explicitly include girls.

(1) https://drive.google.com/file/d/1_18waYhF9Nfao_wcL1G73iYruJr1ZoMZ/view?usp=sharing

(2) PCA: Facts About Youth Sports Inequality

(3) Survey: Low-income kids are 6 times more likely to quit sports due to costs – Project Play

(4) Project Play: State of Play 2022 – Participation Trends

(5) Taylor & Lou, 2011

(6) Ewing, Seefeldt, & Brown, 1996

(7) https://projectplay.org/youth-sports/facts 

(8) https://globalsportmatters.com/youth/2021/10/06/high-costs-low-representation-black-youth-baseball/ 

(9) https://globalsportmatters.com/youth/2019/10/11/girls-play-sports-less-than-boys-miss-out-on-crucial-benefits/

(10) National Women’s Law Center report: Finishing Last: Girls of Color and School Sports Opportunities (March 2022)

4 Ways PE Teachers and Coaches Can Advance Social Emotional Learning

Source: Coaching Corps

“Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair.” [1] – Nelson Mandela 

Research has shown that the involvement in organized sports can be an excellent way to promote social emotional learning and the building of character. However, this is dependent on coaches who do their work in a developmental way, often coming from good training. 

“School sports are widely recognized as having a positive developmental influence on children. Not only do those students get exercise, have a chance to make new friends, and learn about teamwork, but also they improve their self-confidence as they achieve their goals.” [2] 

Below is an excerpt from The Benefits of a Written Curriculum for Physical Education and School Sports. The original article can be found on Edutopia.org.

“1. Promote a positive team climate and essential virtues. Sport psychology and SEL show that teams and individuals who value safe, supportive, encouraging, and inclusive team climates perform better and learn faster. Having a positive team climate includes athletes possessing the psychological safety that allows them to be more collaborative and creative without fear.

2. Develop skills through thought recognition and relationship building. When adolescents are intentionally taught emotion regulation and focus skills, they are helped when shooting a foul shot with 0.1 seconds left on the clock. Learning how to problem-solve and learning how to make decisions are valuable skills when analyzing one’s own performance and looking to make improvements. Empathy and communication are essential when picking up your teammate when they miss a catch. Knowing and identifying these skills is the first step in having them take root within students’ and athletes’ lives....Students who are trained in thinking about what they are thinking about are more likely to be the best version of themselves in any athletic contest.

Source: Coaching Corps

3. Build student investment and responsibility through student voice. In 21st-century businesses, employee voice is valued because it increases their engagement and empowerment to ask questions, seek help, and try out new skills while providing valuable feedback, decreasing stress, and increasing morale. The employees feel ownership in the business because they contributed to its success.

4. Have the coach serve as a facilitator. Of course, for the above to happen, PE teachers and coaches must take on the role of guiding facilitator, mostly by asking pertinent questions of players and giving them the freedom to offer their answers without fear of being judged harshly. Ideally, it means establishing a written problem-solving protocol that is used regularly when difficulties or challenges exist—whether in a PE class or a game context, in preparation as well as in action.

This requires the coach to give up some power, but certainly not during games where split-second decisions must be made by only one person. When students are aware of this new role embraced by their coaches, their relationship changes, and students’ accountability and responsibilities are increased.

Teachers and coaches truly are guides, helping students get to a range of destinations, some expected, some not, in a systematic way. A written curriculum provides a map that allows many to follow it, not just those gifted with a good sense of direction. 

END NOTES

[1] Slamkobe, The power of sports, the language understood by all!!

[2] Maurice J. Elias & Mitch Lyons, The Benefits of a Written Curriculum for Physical Education and School Sports

News Literacy in America: A Survey of Teens

Source: www.pexels.com

By Sam Piha 

“American teens spend an average of nearly five hours a day on social media. This isn’t entirely surprising, since these platforms are designed to be enticing and endlessly engaging. Billions of people scroll through personalized streams of content on these platforms, immersing themselves in a torrential — and often confusing — mix of entertainment, ads, news, rumors and more. The temptation to keep scrolling is not accidental; it’s intentional and fueled by a constant influx of new content that is distributed by algorithms designed to target each user.” – News Literacy in America 

According to Google’s AI Overview, “In such a complex information environment, it is crucial for young people to have the knowledge and skills to critically evaluate information, discern fact from fiction, identify reliable sources, and navigate digital spaces with discernment to make informed decisions and avoid misinformation. 

Key points about this skillset:

• Media literacy: Understanding how media operates, recognizing bias, and evaluating information presented through different formats (news articles, social media posts, videos). 
• Source evaluation: Assessing the credibility of information providers based on their expertise, affiliations, and potential motives. 
• Digital literacy: Effectively searching for information online, using appropriate search strategies, and understanding the limitations of digital platforms. 
• Critical thinking: Analyzing information objectively, considering different perspectives, and identifying logical fallacies. 
• Fact-checking: Verifying information through credible sources and identifying potential misinformation. 

Why is this important for young people?

• Combating misinformation: The abundance of online information makes it easier for false or misleading content to spread, which can have significant consequences for individuals and society. 
• Informed decision-making: Being able to accurately assess information is vital for making responsible choices in personal and civic life. 
• Active citizenship: Critical information consumption allows young people to engage in meaningful discussions and participate in democratic processes.” 

What is “news literacy”? 

The News Literacy Project states that, “News literacy is the ability to determine the credibility of news and other information and to recognize the standards of fact-based journalism to know what to trust, share and act on.”

TEEN SURVEY FINDINGS

In their report, News Literacy in America, NLP surveyed 1,110 American teenagers ages 13-18 to learn about their information attitudes, habits and skills and assess the state of news literacy education in the United States.

According to this report some of their findings include: 

1.“Teens want media literacy instruction included in their education, but most aren’t getting it. 



An overwhelming majority of teens (94%) say that schools should be required to teach media literacy. Despite widespread support among teens, we found little evidence that schools were already providing media literacy instruction. Only 39% of teens report having had any media literacy instruction in at least one class during the 2023-24 school year. 

2. Regardless of age, teens struggle to distinguish between different types of information. 
Half of teens can identify a branded content article as an advertisement, 52% can identify an article with 'commentary' in the headline as an opinion and 59% can recognize that Google search results under the label “sponsored” indicate paid advertising. But less than 2in 10 teens (18%) correctly answered all three questions asking them to distinguish between different types of information. Results were not significantly different by age groups, meaning older teens are generally no better at demonstrating this foundational news literacy skill than younger teens. 

3. Nearly half of teens think the press does more to harm democracy than protect it. 
Just over half of teens (55%) say that journalists do more to protect democracy, while 45% say journalists do more to harm democracy. Two groups stand out as being particularly likely to say journalists protect democracy: teens who actively seek out news to stay informed (68%) and teens with high trust in news media (82%). 

4. About two-thirds of teens are not concerned about the sharp decline in the number of news organizations in recent decades. 

5. Many teens are at least somewhat trusting of news media, but still perceive high levels of bias in the news. 
Most teens (65%) gave at least some trusting responses to the three survey questions that make up our news media trust index; however, only 8% responded to all three questions with trusting responses. Teens who say they had at least some media literacy instruction in at least one class are especially likely to have at least some trust in news media (73% with medium or high trust). The two questions that received the most distrusting responses from teens were both about news media bias. Nearly 7 in 10 teens (69%) believe that news organizations intentionally add bias to coverage to advance a specific perspective.

6. Most teens on social media encounter conspiracy theories and are inclined to believe one or more of them. 



Source: www.pexels.com 

Eight in 10 teens on social media say they see posts that spread or promote conspiracy theories, but the frequency of their exposure varies. Twenty percent of teens who use social media report seeing these posts in their feeds daily, 31% report seeing them weekly and 29% report seeing them less than once a week. Many of the conspiracy theories teens report seeing go well beyond harmless superstitions. They include narratives such as the Earth being flat, the 2020 election being rigged or stolen, and COVID-19 vaccines being dangerous. While teens on social media aren’t necessarily inclined to believe every conspiracy theory they encounter, an overwhelming majority of those who report seeing a conspiracy theory on social media (81%) say they are inclined to believe one or more of them. 

7. Few teens are regular users of generative artificial intelligence technologies, and many are skeptical of the information they produce. 

8. While few teens tend to seek out news, those who do are more likely to also have other healthy news habits.” 

MORE ABOUT...

The News Literacy Project is a nonpartisan nonprofit building a national movement to ensure that all students are skilled in news literacy before high school graduation, giving them the knowledge and ability to participate in civic society as well- informed, critical thinkers. Founded in 2008, NLP is the country’s leading provider of news literacy education and works with educators in all 50 states.



For more information, visit newslit.org or contact them at info@newslit.org. 

How Toys Can Help Break Stereotypes and Support STEAM Learning

Source: Amazon

By Guest Blogger, Amanda Sullivan, Senior Program Developer, National Girls Collaborative Project. This blog originally appeared on NGCP’s Blog and can be viewed here.

“Children learn best through play and STEAM (Science, Technology, Engineering, Arts, and Mathematics) is no exception. Playful STEAM learning is characterized by hands-on exploration, problem-solving, and meaningful interdisciplinary projects. In preparation for our upcoming webinar together, I recently had the pleasure of sitting down with Anna Yudina, the Senior Director of Marketing Initiatives at the Toy Association. I chatted with Anna to get her perspective on how toys can help encourage playful STEAM learning. Read on to hear her ideas about how toys can help break stereotypes, support the sciences, and more! 

Q: Can you tell me about the Toy Association and the work you do? 

A: Spearheading the benefits of play is an important part of our mission at The Toy Association. We do that in many ways, including The Genius of Play initiative, which has reached millions since its launch in 2015. The Genius of Play started as a movement to educate parents and caregivers about the benefits of play. We have been collaborating with child development experts and sharing research and facts that support the need for playful learning and just play in general. 

Over the years, The Genius of Play has evolved into a leading resource of play ideas and activities for families. Our website www.thegeniusofplay.org houses hundreds of activities organized by a child’s age and developmental benefit. We also have a special section dedicated to educators where teachers, afterschool professionals and other adults who work with kids can discover play-based lesson plans focused on everything from math to literacy to science. 

Q: What is the role of toys in STEAM learning?  

A: Toys get kids involved and passionate about STEAM subjects and help relate complex and often abstract concepts to the world around them. Subjects like math and science become relevant to things they experience every day, such as cooking, shopping, or building.  

STEAM toys also encourage trial-and-error and through this type of play, kids learn how to fail and still have fun. These skills are fundamental to future success in STEAM subjects in school or careers where one needs to experiment all the time to discover solutions to problems. Toys teach kids to take healthy risks in a non-threatening, playful environment, then transfer that confidence and courage to their future endeavors. 

Finally, toys and play have the power to spark young imaginations and nurture innovative thinking. The Toy Association has created a handy infographic to illustrate the Top 10 Ways Toys Can Teach STEAM.  

Source: The Toy Association

Q: How does the work you do help support equity in STEAM education?  

A: Toys can help combat stereotypes and foster diversity of cultures and perspectives, and they can influence kids from a very young age. When I was a little girl, there were separate boy and girl aisles in toy stores, and there were strong perceptions around which toys were “appropriate” for each gender. I had a passion for biology from an early age, but it took years before I finally got a toy microscope while I always had an army of dolls and stuffed animals. 

It makes me very happy to see how things have been changing, with more and more toys now actively embracing and promoting diversity and inclusion. We know from research that having role models who look just like us matters so it is important for kids to know that people who work in STEAM fields come from all kinds of backgrounds, genders, and skin colors. Seeing their toys reflect this diversity can provide that little bit of extra confidence and motivation to help today’s kids imagine themselves as someday being scientists, engineers, technology experts or mathematicians.

Source: Amazon

Q: Are there any other resources or tips do you want to share?

A: Kids are naturally curious and want to explore the world around them, so tapping into that curiosity and encouraging discovery and experimentation through age-appropriate, play-based activities is really the best way. Simple experiments like Fireworks in a Jar are appropriate for kids as young as three.  

If you are looking for more ideas like this, thegeniusofplay.org is a great resource. For example, Playing with STEM at Home for Young Learners shares fun activities and experiments such as Cabbage Colors, 3D Shapes, A Boat That Floats, and more. We are also working on a brand-new “STEAM Playbook” in collaboration with NGCP, which will feature a curated collection of play activities for every letter in S-T-E-A-M. It will be available on our website.”

MORE ABOUT...

Amanda Sullivan is a Senior Program Developer at National Girls Collaborative Project where she manages the NGCP’s National Webinar Series. She is passionate about breaking gender stereotypes and providing all children with equal access and opportunities to succeed within (and beyond) STEM from an early age. 

Anna Yudina is now the Chief Marketing Officer of The Public Relations Society of America (PRSA). Yudina previously served as Senior Director of Marketing Initiatives for The Toy Association, where she led brand strategy, content, digital marketing, and communications for The Genius of Play™, an online platform for parents and educators. She also established partnerships with online influencers, key websites in the parenting space, and leading educational organizations, and launched STEAM Accreditation Program for toy companies, which generated a brand-new source of revenue, including partnering with Amazon to create a dedicated storefront for STEAM accredited toys.

The Toy Association is committed to empowering and serving the toy, play and youth entertainment community by providing advocacy, programs, events, services, and tools that help them deliver safe, fun and developmentally beneficial products to children and families around the world. Their work continually evolves and adapts to drive greater positive impact. In addition, The Association educates families and consumers worldwide on the cognitive, social, emotional, and creative benefits of play.

To learn more about supporting girls' needs, including promoting STEM and STEAM among girls, check out our briefing paper. To view and download, click here.