Re-Opening Afterschool: Priorities and Practice

By Sam Piha

We know that young people missed a lot of classroom learning time when schools were closed due to the COVID-19 crisis. We also know that afterschool programs will likely be pressured to help make up for this classroom time that was lost. Afterschool programs may feel pressured to make up for these missed instructional minutes by doubling down on academics. But we know that afterschool programs have something much more important to offer. High quality afterschool programs specialize in positive relationships, safe and supportive environments, and engaging activities. All of these rejuvenating experiences will be essential to get students’ brains re-balanced and ready for learning after an incredibly disruptive spring and summer. We can anticipate that the transition to learning will be particularly hard for students who may be coming from unstable or stressful environments. Afterschool programs can play a vital role in supporting learning and well-being by focusing on their core areas of expertise and experience.

Katie Brackenridge (L) and Dr. Deborah Moroney (R)

On May 18, 2020 we sponsored a webinar entitled, COVID-19 Era- Afterschool’s Whole Child Approach featuring Katie Brackenridge (Turnaround for Children) and Deborah Moroney (AIR). You can view a recording of the webinar here. 

Katie offered Turnaround for Children's “3-R’s Framework” (Relationships, Routines, Resilience) to describe how we should prioritize our work when we re-open afterschool programs. Below she offered relevant practice examples:

Relationships: For example-

• Learn about your students’ lives
• Talk to students one- on- one
• Check-in with families
• Run morning meetings/ advisories
• Loop teachers for more than one year

Routines: For example-

• Co-create and practice norms and routines
• Keep it simple- clear instructions, written signs and non-verbal signals
• Model ways to organize and prioritize tasks 

Resilience: For example-

• Liberally spread oxytocin with smiles, hugs and laughs
• Be attuned to individual students’ emotions and reactions
• Use mindfulness, journaling, movement to calm the brain

ADDITIONAL RESOURCES:

• COVID-19: Phase 2 Restart and Recovery
• Policy Recommendations to Support Social, Emotional and Academic Development: Fostering Connectedness in the Pandemic Era
• Recovering and Renewal: Principles for Advancing Public Education Post-Crisis
• Blueprint for Back to School
• An Initial Guide to Leveraging the Power of SEL as You Prepare to Re-Open and Renew Your School Community

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MORE ABOUT...

Katie Brackenridge joined Turnaround for Children in 2019 as a Partnership Director. Katie has worked in and with schools, school districts and community organizations for her entire career. Before becoming a consultant, Katie was the Vice President of Programs at the Partnership for Children & Youth (PCY). Katie’s work is grounded in her nine-year experience as Co-Executive Director for the Jamestown Community Center, a grassroots youth organization in the Mission District of San Francisco.

Dr. Deborah Moroney is the Managing Director, American Institutes of Research (AIR). She specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She's written practitioner and organizational guides; co-authored the fourth edition of Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs, a seminal afterschool resource. Presently, Dr. Moroney serves as the principal investigator on national studies of afterschool initiatives.