Building a Trauma Informed Care Approach for Afterschool Programs & Community-based Organizations

Source: Afterschool Alliance

Many of the young people we work with in afterschool have suffered from individual or collective trauma. Below we share a blog from the Afterschool Alliance entitled, Building a trauma informed care approach for afterschool programs & community-based organizations, by Jennifer Smith, afterschool program manager at the Center for Community Health Advancement, Marshfield Clinic Health System.

“Recently, schools, afterschool programs, and community-based organizations have shared the increasing numbers of disruptive and challenging youth in their programs. Developed in 2018, the Wisconsin Afterschool Network has been part of the solution by providing the Trauma Informed Care course, designed to elevate the level of programming provided to youth by helping staff learn how to understand, address, and mitigate that behavior — with practical recommendations for every day on-site use.

Trauma Informed Care Principles (adapted from Wisconsin Department of Human Services and Department of Public Instruction) include:

• Safety – An environment where kids feel physically, emotionally, and culturally safe; helps kids regulate and fosters relationship building. Important components of this are staff to youth ratios and physical space. Fifty youth with two adult leaders in a large open area does not create an environment of safety; smaller ratios and access to soft, comfortable spaces creates a safer environment and helps to support youth’s ability to better regulate.
• Trustworthiness – Programming is predictable and consistent; youth know what to expect when arriving at the program. Staff “walk the talk” to alleviate any fear or anxiety that may be created by the unknown.
• Choice – Abuse and neglect are experiences which steal an individual’s autonomy and ability to make choices for oneself. Providing opportunities for youth to have choice within programming (youth can choose from activity options) and choice in directives (it’s homework time, you can sit at the table or grab a clipboard and go to the rug) can help fill that void. These choices allow for autonomy while giving youth multiple options to get to where it is we want them to go (getting out their homework).
• Collaboration – The understanding that learning happens in relationships; staff who intentionally work to make all youth feel like they belong and help youth to develop new skills allows for greater social-emotional learning. In addition, supporting parents and working with other agencies (such as schools, therapists, or social workers) builds a net of support for youth.
• Empowerment – The lifting up of youth’s strengths and an understanding that troubling behavior patterns have served the youth in some capacity. Acknowledging the behaviors they have developed and helping them reframe those behaviors can be an incredibly powerful message. The idea that “sassy” is the strength of advocating for your needs and helping youth to find more successful ways to exercise those strengths is empowering and more likely to illicit skill development than rewards or punishment.

Building Staff Capacity
A significant portion of the coursework also asks staff to do some self-reflection. We encourage staff to ask questions like

• How regulated are you?
• Are you modeling behaviors you would like to see reflected by youth?
• How did you learn your social-emotional skills?

Social-emotional learning is a lifelong journey. Adults modeling their own learning by openly articulating their thought process when trying to solve a problem, or talking about how they are managing challenging emotions, can be transformative for youth —particularly youth whose familial models may not have strong social-emotional skills themselves. All social-emotional learning happens through modeling and observation, along with reinforcement at the right times.

As extra-familial adults in the lives of youth, we can be a strong influence through our modeling and reinforcement of social-emotional skills. For example, do you yell across the room to redirect youth, or do you respectfully approach youth who may need some behavior guidance and ask them what is going on and how you can help? Along with the understanding of the importance of social-emotional learning is the notion that challenging behavior is often the result of a lack of skill. A child who becomes upset and acts out often doesn’t have the ability to more skillfully manage their emotions; this provides an opportunity for guidance and learning rather than a time for punishment. The lens through which we view children who have challenging behaviors shifts, making us more empathic and more likely to take the time to slow down and help kids understand and manage their feelings more effectively.”

 

MORE ABOUT...

Jennifer Smith has been with Marshfield Clinic Health System since 2014.  She has worked in spaces supporting children and adolescents for over 25 years.  Jennifer began as a public-school teacher, transitioned to a community-based youth program and now supports out-of-school time programs and program staff throughout the state of Wisconsin in her work with the Wisconsin Out of School Time Alliance. Jennifer has worked in spaces supporting children and adolescents for over 25 years.  Jennifer began as a public-school teacher, transitioned to a community-based youth program and now supports out-of-school time programs and program staff throughout the state of Wisconsin in her work with the Wisconsin Out of School Time Alliance.  

Wisconsin Out of School Time Alliance (WOSTA), a program of the Marshfield Clinic Region of Sanford Health, is dedicated to fostering quality out-of-school time (OST) programming across Wisconsin. They believe in the transformative power of OST programs to positively impact the lives of children and families in our communities. 

Serving Pregnant Teens in Afterschool Programs

Source: www.azcentral.com

By Sam Piha

Several years ago we partnered with the Long Beach Youth Institute to film a documentary on high school afterschool programs in California, funded by the California ASSETs grant program. (The documentary was titled "Beyond Expectations" and you can view it here.) One of the exemplar and innovative programs we documented was the WRAP program at Jordan High School in Long Beach, California, which was led by Candace Meehan. (The WRAP Program ran for over 10 years but is no longer operating.)

Source: Temescal Associates

One of the things we were impressed by was their program component for pregnant teens and new teen parents. We realized that high school afterschool programs are well positioned to offer special programming to address the needs of pregnant teens. We wanted to learn more. Below is an interview with Candace Meehan.

Q: You were breaking new ground in serving pregnant teens. Why did you start this program?
A: I personally was a teen mother who dropped out of high school in 11th grade and had a child with special needs when I was 17 years old, but managed to continue on to college and get my AA Degree in Human Services, BA Degree in Sociology and Masters Degree with P.P.S. Credential in Counseling.

There was a huge need at our school and in our community (my experience in recently going to a free clinic – there were tons of young girls in there!!!!! TONS).

Also, prevention vs intervention programs and resources for pregnant teens were dwindling.

Q: How were teens recruited and how long did they stay within your program? 
A: I worked with the school nurse to identify the teens and I would put flyers and posters up and in the teachers’ mailboxes. I also would email the counseling team and would have student leaders put out the word.

After identifying the potential teens, I met with them, one-on-one with each person. I would lead an orientation type meeting to get them interested making sure to highlight all of the incentives (what’s in it for them?).

Q: Did you use any incentives to get teens to attend?
A: For each meeting the teens attended they would get a ticket (dollar). After the meetings they would get a pack of diapers and wipes and could pick out of a bucket of baby supplies.

Q: How did you acquire your program incentives?
A: We would purchase diapers and wipes with grant funds. We would also sponsor a baby supplies drive at the school (student leaders can also do this). We’d ask teachers, staff and the community to donate. (I once got a donation of 25 car seats from the city of Long Beach). We would also throw one or more baby shower celebrations to get more people involved. 

It’s also important to include food and good snacks at the meetings! The teens were hungry.  

Q: Did you partner with any outside community services, agencies or groups?
A: Yes, below is a list of community partners who collaborated with our efforts:

• California Families in Focus
• City of Long Beach
• Women Shelter of Long Beach
• Interval House
• Helpline Youth Counseling
• Casa Youth Shelter
• Human Dignity Program
• Youth Opportunity Center
• Workforce Development Office
• Long Beach City College
• California State University of Long Beach

Source: San Diego State University

Q: Could you describe the Xi Sisters Leadership program? 
A: The Xi Sisters Leadership Program consisted of 40 girls in the program. Girls would serve as peer mentors and would come to weekly meetings with a teen mom. The girls would be paired up with one teen mom to serve as peer mentor for the year and would meet on their own with them weekly. The girls who were not peer mentors would babysit the children in a room nearby when the teen mom is in their meeting. The Xi Sisters would also get stuff donated to the program. The peer mentors would help with tutoring and getting their mentees’ work when they were absent.

Q: Why did this program work?
A: The teen mothers felt connected to their school and the program, which led to a better chance of success. The program provided education and resources, and the peer mentors would provide support. The teen mom does not feel alone as we continued to push them forward.

Q: What advice would you offer to a high school afterschool program that wanted to begin serving this population?  
A: There needs to be a strong team-building and trust component filled with activities that promote this. There needs to be a variety of topics and deliberate opportunities for them to get to know their own selves.

There must be opportunities for future planning. It is also important that they feel connected to the program in order to keep them coming. 

There will be lots of setbacks, so don’t get discouraged if your program dwindles down to two. There are many reasons this can happen- childbirth, teens move away, there is low interest, family issues, transportation issues, etc. 

At least one consistent person needs to run the program (whether it is run by one of your staff or if you bring in an agency to run it). We have done it both ways.

That person needs to make reminder phone calls for each meeting and also frequently meet one on one with each participant as this ensures their continued participation. 

Also, it’s important to collaborate with community agencies to present on specific topics and bring resources and goodies. Bringing on school day staff to present on topics and provide resources also ensures buy in with the school. NOTE: There may be some reluctance with school staff, so be patient. 

MORE ABOUT...

Candace Meehan is the founder and director at 23 Seeds of Greatness. She is also a trainer and consultant for afterschool programs. Before her work at 23 Seeds of Greatness, Candace worked for five years at Long Beach City College, facilitating case and grants management before entering the afterschool program field. Candace worked with the Long Beach Unified School District as Program Director for WRAPs at Long Beach Jordan High School, and has been deeply involved in the community within the City of Long Beach Youth Council. She sits on the board for California Families in Focus Teen Pregnancy Program.

23 Seed of Greatness: The mission of 23 Seeds of Greatness 501(c)(3) is to provide youth with skills to enhance their life experiences. Their vision is to create a world where all young people are supported and empowered to reach their full potential. They believe that every young person deserves the opportunity to thrive, regardless of their background or circumstances.

Screen Time and Young People

Source: www.pexels.com

By Sam Piha

There’s a general consensus that too much screen time is bad for kids. While limiting screen time and establishing healthy digital habits has long been seen as the responsibility of parents, experts say that the burden should be shared by educators, youth program leaders and policymakers, too. In fact, Meta just settled a 17 billion-dollar lawsuit from several states claiming that their social media was intentionally designed to be addictive. Many school are restricting access to smart phones. Let’s take a closer look.



What is screen time? 
Screen time often refers to the total amount of time spent using devices with screens, such as smartphones, computers, televisions, and tablets. Too much screen use can lead to poor sleep, eye strain, and lower focus. 

“There is no single, universal definition for screen time, but generally watching TV, playing on video game consoles, and using computers, tablets, and smartphones for entertainment count as screen time. Common Sense Media, a nonprofit that researches and advocates for healthy technology use among youth, further breaks screen time into four different categories: passive, interactive, communication, and content creation.” [i]

Social Media
A large concern of screen time involves social media. These are “forms of electronic communication (such as websites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (such as videos).” [ii]

“Potential benefits of social media include:

• Staying connected to friends
• Finding community and support for shared interests
• Creative pursuits, such as sharing artwork or music
• Expressing themselves via posts or comments

Potential risks of social media include:

• Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.)
• Exposure to dangerous people (such as in the context of sextortion or trafficking)
• Cyberbullying, a risk factor for depression and suicide
• Radicalization or exposure to extreme ideas
• Oversharing personal information
• Exposure to inappropriate advertisements (e.g., cannabis, nicotine, fast food)
• Privacy concerns including the collection of data about teen users
• Comparison to unrealistic peer profiles, which damages self-esteem
• Interference with sleep, exercise, homework, or family activities.” [iii]

How much time do teens spend on their phones? 
“Data on this varies, but it’s fair to say that teens—and increasingly younger children— spend a lot of time on screens, especially on their smartphones. According to a 2023 U.S. Centers for Disease Control and Prevention study, half of adolescents ages 12-17 spend more than four hours a day on screens.” [iv] 

Source: www.pexels.com

How often should parents talk to their kids about screen use?
“Natural transition times, such as holidays and summer breaks, are good times to set expectations about screen use. Parents can create a schedule for that temporary time period, and it can include solo use but also ways to connect and interact such as playing online games together as a family, or making video calls to relatives who live far away.” [v]

Promoting Healthy Screen Use among Children
“Reducing the negative impacts of harmful screen use requires acting with urgency and empowering caregivers and communities by providing them with evidence-based tools and strategies organized around the 5 Ds.

• Discuss: Set expectations for all household members for healthy screen use. Discuss with youth what they are viewing, who they are interacting with, and how it makes them feel. Use parental controls and household rules that align with your goals.
• Do: Model the healthy screen use behaviors you would like to see. Children and adolescents pay attention to the actions of their caregivers and trusted adults. Be conscientious about how much time you spend on screens and what type of content you consume. When using screens, do so together.
• Delay: Delay screen time from the earliest age as long as possible and then establish and normalize age-appropriate limits on time and content accessible. Parents and caregivers can also delay access to different devices by age.
• Divert: Provide alternatives so screen use is not the default when children are bored. Redirect attention and provide opportunities for healthy activities, such as physical activity. Prioritize completion of desirable activities first, such as chores, homework, music, or sports before screen use.
• Disconnect: Create regularly scheduled, screen free times in everyone’s day, such as mealtimes where everyone disconnects. Practice screen free time before bedtime for better quality sleep and avoid sleeping next to devices. Avoid multitasking with screens during activities. Detox completely from certain devices, media, or platforms when they have become a problem or when another goal is more important.” [vi]

Source: www.pexels.com

Tips to Reduce Screen Time

• “No phones at meals: Keep phones and tablets away during breakfast, lunch, and dinner.
• Turn off screens early: Stop using devices one hour before going to bed to sleep better.
• Take regular eye breaks: Look away from your screen every 20 minutes at something 20 feet away for 20 seconds.” [vii]

END NOTES
[i] Arianna Prothero, The Good, Bad, and Ugly of Screen Time: An Explainer
[ii] Merriam-Webster, Social Media
[iii] Google AI, What are the benefits and risks of social media on young people?
[iv] Arianna Prothero, The Good, Bad, and Ugly of Screen Time: An Explainer
[v] Jess Berthold, Is too much screen time bad for kids? It's complicated
[vi] U.S. Department of Health and Human Services, The Harms of Screen Use
[vii] Google AI, What are some tips to reduce screen time?

Election Ready

Source: Center for Tech and Civic Life

By Sam Piha

The 2026 election offers a number of opportunities to engage youth people regardless of age. But these opportunities require input from youth, organizing and planning- so start program planning early. There is no better time for youth to be involved in making a change through the ballot box. We can frame these efforts as “meaningful participation,” “civic engagement,” “youth leadership” or “community service.” 


“Voting is a fundamental act of civic participation through which young people contribute to democracy. While it’s just one of many ways to engage in civic life, it is a powerful way for young people to make their voices heard and to have an impact on issues that affect them.” – Center for Information & Research on Civic Learning and Engagement (CIRCLE)

There are a number of organizations and initiatives that have designed curriculums, program tools and other materials to assist afterschool providers in their efforts to engage youth in the 2026 elections. 

“’The afterschool field is an essential partner in ensuring that all children have the ability to participate in immersive, relevant, and hands-on civic engagement opportunities.’ Not only are civic engagement strategies participatory strategies, they contribute to the positive development of youth and the health of our democracy.” – Afterschool Alliance

More information and resources can be found in our briefing paper, How Afterschool Programs Can Promote Civic Engagement and the Youth Vote in 2024. This paper was developed to encourage youth engagement in the 2024 election. The paper reviews and recommends a number of actions that you can utilize in your program. 

 

“4 million Americans turn 18 every year, but we estimate fewer than 30% are registered to vote.” – The Civics Center

Source: CIRCLE

 

WAYS YOUTH UNDER 18 CAN CONTRIBUTE TO ELECTIONS 

“Our youth feel that their voice matters even if they cannot vote.” - John Fuentes, Associate Director, Bay Area Community Resources (BACR) 

According to CIRCLE in Growing Voters: 18 Ways Youth Under 18 Can Contribute to Elections, “There are countless ways for young people under 18 to participate in democracy. These contributions can occur in a range of settings and have a wide-reaching influence. These ways of engaging are steps on a path to growing as a future voter and to help grow voters in your community:

• Support Your Family & Friends' Participation by asking them if they are eligible and registered to vote, and if necessary, bring them information to help them register. If they’re not eligible, ask them how they are going to participate 
• Help friends and family find reliable information about the election, the candidates, and important issues that they care about 
• Watch and discuss a local or national debate/forum with your family and friends 
• Organize or support conversations at school about elections and voting 
• Bring the Teaching for Democracy Alliance checklist or commitment to school leaders and work with them to make a plan to support student learning 

Uplift Stories & Issues You Care About 

• Do research on an issue/policy you’re interested in to find reliable information on the candidates’ stance on the issue, and then share your viewpoint with those who can vote 
• Fact check your research and then create media (e.g. images, videos, music) about candidates or issues you’re interested in and share them with others 
• Evaluate a range of news media coverage of the issues and candidates to understand how journalists are covering the election 
• Contact local media outlets about the issues you care about and offer to share your opinions and insights 
• Create media about the people and issues in a community that has few local media outlets or that you think hasn’t been portrayed accurately in election coverage 
• Tell stories about how youth of all ages—especially those from communities of color—are engaging in the election and share it with news organizations and social media so that a wider diversity of young people are better represented 

Be a Part of the Process 

Source: ED Week

• Find out if you can work at the polls on Election Day—many states allow 16- and 17-year-olds to do it! 
• Work with a local organization that is registering others to vote 
• Design posters with key information about how, when and where to vote, and put them up at school and in your community 
• Send your friends and family reminders of when and where to vote on Election Day—even drive them if they need a ride!” 

What We Can Do to Support Children with ADHD Features

Source: www.pexels.com

By Sam Piha

ADHD can be diagnosed by a mental health professional if a child presents with a number of features listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). However, we will focus on strategies in response to behaviors, not diagnostic labels. “How do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. Your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD features focus, stay on task, and learn to their full capabilities. This includes program accommodations (what you can do to make learning easier for students with ADHD features and the methods you use in working with youth).

To begin, keep a positive attitude. Make the student your partner by saying, ‘Let’s figure out ways together to help you get your work done.’ Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD features by offering rewards on a point or token system.

Dealing With Disruptive Behavior
To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADHD features. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.” [i]

Making Changes in the Program Setting to Help Minimize Distractions and Disruptions

There are program accommodations for students with ADHD features:

“Seating:

• Seat the student with away from windows and away from the door.
• Put the student right in front of your desk unless that would be a distraction for the student.
• Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.

Information delivery:

• Give instructions one at a time and repeat as necessary.
• If possible, work on the most difficult material early in the day.
• Use visuals: charts, pictures, color coding.
• Create outlines for note-taking that organize the information as you deliver it.

Student work: Divide long-term projects into segments and assign a completion goal for each segment.” [ii]

Additional Teaching Techniques for Students with ADHD Features
Below are teaching techniques that help students with ADHD features focus and maintain their concentration on your lesson and their work that may be beneficial to the entire group:

“When starting a lesson:

• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD features.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.

When conducting the lesson:

• Keep instructions simple and structured. Use props, charts, and other visual aids.
• Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD features, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
• Allow a student with ADHD features frequent breaks and let him or her squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.
• Try not to ask a student with ADHD features perform a task or answer a question publicly that might be too difficult. 

When ending the lesson:

• Summarize key points.
• If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
• Be specific about what to take home.” [iii]

Source: www.pexels.com

Movement Matters
“Kids and teens often focus better after movement. Build in opportunities for physical activity before school, during homework breaks, and after a long day. Even short bursts—like jumping jacks, stretching, or a walk—can boost focus and mood. 

Building Confidence in Kids and Teens
School and afterschool can sometimes feel like it’s all about correcting weaknesses. Don’t pathologize! Whether the youth is creative, curious, empathetic, or adventurous, help them see these qualities as tools they can use to succeed. Confidence grows when children know they are more than their difficult tendencies.” [iv]

Consistency Is Key: Learn More and Make a Program-Wide Plan
To ensure consistency in how adults respond to challenging behaviors:

• Consult with school personnel: Talk to the child's teacher to see if they notice similar behaviors in the classroom. Teachers can provide valuable insights into how your child behaves in a structured environment. What do they do that works? Should an afterschool staff join any school discussions/planning regarding youth?
• Within the program, make sure there is a regular time that afterschool staff can discuss individual kids: their needs and the challenges they bring.
• Among afterschool staff: Share info, what works and what are the plans moving forward that staff can implement. 

INVOLVING PARENTS
Some behaviors may require communication with the parents. Note: When sharing can be seen as negative comments about someone’s child, it is important that you tread very carefully, as parents can be very protective and defensive. Below is some advice that may help:

• See what the school and teachers have done already.
• It is best that any request for an evaluation or referral come from the school.
• In talking with parents:
• Think-want do you want?
• You are seeking “advice”- they know their child best. NOTE: You are not seeking discipline or punishment.
• Work to form alliance- don’t blame or shame.
• Be ready to share your view of the child’s strengths, not just deficits, and your caring.
• Avoid labels and judgement.
• Describe what child behaviors you experience.
• What do they experience at home?
• What have they found that works?

 

END NOTES:
[i] Helpguide.org, Teaching Students with ADHD
[ii] IBID.
[iii] IBID.
[iv] Treehouse Pediatrics, ADHD in School: Strategies to Help Kids and Teens Thrive

Understanding Attention-Deficit Hyperactivity Disorder

Source: www.pexels.com

By Sam Piha

PURPOSE
The purpose of this blog is to advance understanding of Attention- Deficit Hyperactivity Disorder (ADHD). In the subsequent blog we will share some strategies on supporting kids with ADHD features.

What is ADHD?
Attention-Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder marked by persistent patterns of inattention, hyperactivity, and impulsivity. It affects both children and adults, typically leading to executive dysfunction. Symptoms vary in intensity and can disrupt daily life at home, work, school or afterschool. [i] 

“About 1 in 9 U.S. children has received a diagnosis of attention deficit hyperactivity disorder (ADHD). According to the Centers for Disease Control and Prevention (CDC), ADHD is one of the most common neurobehavioral disorders in children. Parents, teachers, and healthcare professionals may suspect ADHD when they notice careless mistakes, fidgeting, or forgetfulness. However, many medical conditions can mirror ADHD symptoms, which can make getting a correct diagnosis difficult.” [ii] 

ADHD Features
The main features of ADHD are inattention, hyperactivity, and impulsivity. Some people have trouble in all three of those areas. Some primarily have problems with inattention. And others may primarily have problems with impulsivity and hyperactivity. ADHD symptoms exist on a spectrum or a continuum. But the longer answer is a little bit more complicated. There are two important factors to consider: the type of symptoms a person has and how intense the symptoms are.



ADHD manifests differently from person to person and is categorized into three types: 

• Predominantly Inattentive: Difficulty sustaining focus, poor organization, forgetfulness, and a tendency to lose items.
• Predominantly Hyperactive-Impulsive: Fidgeting, excessive talking, restlessness, and acting without thinking through consequences.
• Combined: A mix of symptoms from both categories, which is the most common presentation. [iii]

Students who exhibit ADHD’s hallmark features of inattention, hyperactivity, and impulsivity can be frustrating. Plus, their behaviors take time away from instruction and disrupt the whole class. These youth may:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Have problems with long-term projects where there is no direct supervision.
• Not pull their weight during group work and may even keep a group from accomplishing its task. 

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Source: Palm Point

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD features and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD features overcome learning challenges, stay focused without disrupting others, and succeed in the classroom.

Causes and Risk Factors: ADHD is not caused by poor parenting. Research points to a combination of genetics and neurological differences, particularly in brain areas regulating attention and impulse control. Key risk factors include: 

• Genetics: ADHD often runs in families.
• Environmental factors: Exposure to toxins like lead during childhood.
• Developmental factors: Premature birth, low birth weight, or maternal use of tobacco, alcohol, or other drugs during pregnancy. 

DIAGNOSIS
Most afterschool workers are not trained to be diagnosticians. Instead, we should focus on behavioral features and how we can best support young people with ADHD features. 

Diagnosing ADHD is very tricky. “People often think of ADHD as being just one thing. To some it might mean the stereotype of the hyperactive boy who can’t sit still in school. To others, it might mean the friend who never seems to pay attention. But ‘no two people with ADHD are exactly alike.’ Their symptoms can vary in type and severity. For instance, one person with hyperactivity might squirm in their seat. Another might get up and walk around the room, touching everything in sight. So, you might think of the first person as having ‘mild’ ADHD and the other as having ‘severe’ ADHD. This is why diagnosing ADHD can be tricky. ADHD isn’t an all-or-nothing thing. And sometimes, what looks like ADHD might not be a sign of an issue at all. All people have times when they’re forgetful, struggle to wait their turn, or are easily distracted. That doesn’t mean they have ADHD, though. 

Source: Families First Pediatrics

Racial And Gender Disparities 
It should be noted that significant racial and gender disparities persist in ADHD diagnosis, with Black, Hispanic, and Asian individuals, as well as girls and women, facing underdiagnosis, misdiagnosis, and delayed care compared to White males. 

• Racial Disparities
• Underdiagnosis in Minority Groups: Asian, Black, and Hispanic children are significantly less likely to receive an ADHD diagnosis than White children, regardless of symptom severity. ‘Asian, Black, and Hispanic children were significantly less likely to be diagnosed with ADHD compared with White children,’ as noted by PMC - NIH. 
• Misdiagnosis as Conduct Issues: Black youth are frequently misdiagnosed with behavioral or conduct disorders instead of ADHD, often due to harsher punitive interpretations of behavior in school and systemic bias. ‘non-Hispanic White individuals were ~ 26% more likely to receive ADHD diagnosis and ~ 61% less likely to be diagnosed with CD than non-Hispanic Black individuals,’ according to Nature. 
• Intersection of Race and Gender: Studies show that Black females are among the least likely demographic groups to receive a timely ADHD diagnosis. 

• Gender Disparities
• The Diagnostic Gap: Boys are diagnosed with ADHD at much higher rates in childhood than girls, though adult prevalence rates are nearly equal. “Girls and women experience an average delay of about 4 years in their diagnosis of and treatment for attention-deficit/hyperactivity disorder (ADHD), relative to boys and men,” according to Psychiatry Advisor. 
• Inattentive Presentation: Girls typically display less disruptive, inattentive symptoms rather than overt hyperactivity, causing adults to overlook their struggles. 
• Masking and Coping: Women and girls frequently internalize or mask their symptoms, leading to high rates of comorbid anxiety and depression that obscure the underlying ADHD. [iv]

Conditions That Mimic ADHD Features
There are some conditions that may resemble ADHD, which are cited below:

• Bipolar disorder
• Autism spectrum disorder
• Low blood sugar levels
• Diabetes
• Sensory processing disorder
• Hearing problems
• Sleep Thyroid disorders
• Seizure disorders
• Kids being kids: Some children with an ADHD diagnosis are actually misdiagnosed and don’t have ADHD or any other health condition. They’re simply being themselves, such as easily excitable or bored. [v]

END NOTES
[i] National Institute for Mental Health, Attention-Deficit/Hyperactivity Disorder: What You Need to Know
[ii] Healthline, Conditions That Mimic ADHD
[iii] The Understood Team, The 3 Types of ADHD
[iv] Google AI, What kinds of racial and gender disparities exist when diagnosing ADHD? 
[v] Healthline, Conditions That Mimic ADHD

If you'd like to learn more about this topic, we are sponsoring a few upcoming webinars that you should check out. Click the title below to learn more and register:

• Thur. 9/24/26: Supporting Youth with ADHD Features in Afterschool Programs

A Book Drive for Children's Books Makes for a Fabulous Service- Learning Project

Source: The Children's Book Project

 By Sam Piha  

In our previous paper entitled, Reading Buddies: Promoting Literacy and Community Engagement, we promoted the idea of the youth sponsoring a book drive for the Reading Buddies program. But you don’t have to have a Reading Buddies program to sponsor a book drive. The books could go to anybody who could use children’s books- the school, an individual classroom, or any organization serving children. 

“Book drives make a fabulous Service-Learning Project. They are very motivating, and kids have the best ideas. They love to make posters, decorate boxes and deliver books to places that need them.” - Laurie Grossman 

ORGANIZING A BOOK DRIVE
A book drive can be done in person or online. Below are some suggestions from The Children’s Book Project:   

“In-Person Drive 

1. Select a particular period of time — from a day, a week, to a month or more — to hold your children’s book drive and coordinate with the organization, school, or business where it will be held. 
2. Let your community know a few weeks in advance that you’ll be collecting new and like-new children’s books to promote literacy. Notify donors about your children’s book drive through social media, newsletters, email, flyers, posters — whatever works best for your community. Include your contact information, locations of collection bins, the beginning and end dates of your children’s book drive, and a link to childrensbookproject.org.
3. Review our donation guidelines at Give Books, and be sure to stress that we need only children’s books in new and like-new condition. We cannot use: textbooks; encyclopedias; library discards; moldy, torn, smelly, or obsolete books; and books for adults. 
4. Provide large, sturdy, and well-marked collection bin(s) in an accessible and protected location. 
5. Give frequent updates on how your children’s book drive is progressing and encourage more donations before your deadline. 

Online Drive 

1. Let your community know you’ll be collecting children’s books to promote literacy. Communicate with your donors a few weeks in advance about your children’s book drive through social media. Include links to our website, along with our curated online amazon.com or bookshop.org wishlists at Give Books — or your own wish list — along with the beginning and end dates for your drive 
2. Consider having the books delivered to your home or business so you can directly track how your drive is going. (On the receiving end of direct shipments from online sellers, we can’t tell who donated which books.) 
3. Give frequent updates to your community on how your children’s book drive is progressing and encourage more donations before your deadline. 
4. When your children’s book drive is over, you can make an appointment at where their books are going! 

Feel free to contact The Children’s Book Project for further support.” 

MORE ON ORGANIZING A BOOK DRIVE
According to ChatGPT, “Organizing a children’s book drive can be simple and very effective when you focus on a clear audience, easy donation methods, and strong community partnerships.

Step 1: Define the Purpose Choose who will receive the books. Examples: 

• Afterschool Programs 
• Elementary schools Be specific in your messaging: 'We are collecting new and gently used picture books for children ages 0–8 in underserved communities.' 

Step 2: Decide What Books to Collect Set clear guidelines. Recommended: 

• Picture books for ages 0–8 

• Diverse and inclusive stories 
• New or gently used books 
• Bilingual books

Avoid: 

• Torn or damaged books 
• Outdated textbooks 
• Books with writing or missing pages 

Step 3: Set a Timeline Most successful drives run 2–6 weeks. 

Source: The Children's Book Project

Step 4: Create Collection Points- Ask local organizations to host donation boxes: 

• Schools 
• Libraries 
• Coffee shops 
• Churches 
• Community centers 
• Bookstore
• Businesses 

Use: 

• Large, labeled bins 
• Flyers explaining the mission 
• QR code for monetary donations 

Step 5: Promote the Drive- Use simple, emotional messaging. Sample slogan ideas: 

• ‘Every Child Deserves a Book’ 
• ‘Share the Joy of Reading’ 
• ‘Help Build Young Readers’ 

Promote through: 

• Facebook groups 
• School newsletters 
• PTA/PTO 
• Instagram 
• Local newspapers 
• Community bulletin boards

Optional additions: 

• Add bookmarks 
• Include literacy tips for parents 
• Add personalized notes 

Step 7: Thank Supporters- Share results publicly: 

• Number of books collected 
• Photos (with permission) 
• Stories from recipients Example: ‘Thanks to our community, we collected 2,300 picture books for local children!’

Step 8: Helpful Materials to Create -You may want: 

• Donation flyer 
• Social media graphics 
• Press release 
• Sponsor request letter 
• Volunteer signup sheet 
• Book sorting checklist.”

NOTE: ChatGPT can also help you create: 

• a printable flyer, 
• a sponsor outreach letter, 
• a social media campaign, or 
• a complete Book Drive Toolkit.

If you'd like to learn more about supporting youth in afterschool, we are sponsoring a few upcoming webinars that you should check out. Click the titles below to learn more and register:

• Thur. 9/24/26: Supporting Youth with ADHD Features in Afterschool Programs
• Fri. 9/25/26: Addressing the Needs of Foster Youth in Afterschool Programs

Dolly Parton- Never Apolitical

Source: BBC.com

By Sam Piha

Dolly Parton grew up in abject poverty, raised in a one-bedroom log cabin alongside 11 siblings. After her passing we learned a lot about Miss Parton that we didn’t know before. One of her amazing feats was her ability to express strong beliefs that seemed to oppose her fanbase, without causing blowback.

“Even though she avoided partisan politics, Parton was never apolitical - speaking about subjects including women's rights, LGBTQ equality and Black Lives Matter. With a fanbase that included grandmas and Gen-Zers, Republicans and Democrats, drag queens and evangelicals, Parton was a kind of unicorn in America's polarized society. ‘Dollitics’, a phrase coined by the singer's nephew to describe her way of handling thorny political subjects. ‘She wants all boats to rise.’" [1] 

"I think of myself more as a diplomat. That's the kind of people who tell you to go to hell in such a way you look forward to the trip." - Dolly Parton

Women’s Rights
"’She has always been a model for women, carving your own path, looking out for yourself, making sure that you retain the rights to your intellectual property, looking out for your own financial and creative independence,’ Phillips told the BBC. ‘And if that's not feminism, I don't know what is.’" [2]

"I respect anybody's beliefs and the fact that they're willing to stand up for whatever it is. But I'm also the kind of person that if I don't like where you got it, I can tell you where to put it." - Dolly Parton

“In 1980, she made her film debut in 9 to 5, a dark satire about women's rights in the workplace helped by Jane Fonda. Fonda was persona non- grata in many parts of the country for her anti-Vietnam War activism. 

Source:BBC.com

But Parton refused to distance herself from Fonda just to appease her more conservative fans. She said: ‘I respect anybody's beliefs and the fact that they're willing to stand up for whatever it is. But I'm also the kind of person that if I don't like where you got it, I can tell you where to put it.’" [3]

Dolly Parton was also an active philanthropist- like her Imagination Library, which sent free books to children around the world- a project dear to our heart as we have worked to promote youth led book drives to collect and distribute children’s books and promoted the benefits of Reading Buddies. (See past blogs on Reading Buddies here.) 

Source:BBC.com

END NOTES
[1] Robin Levinson-King and Sheila Flynn, Dolly Parton was the one thing most Americans could agree on
[3] IBID.

[2] IBID.

Program Job Responsibilities & Chores Are Good For Kids of All Ages

Source: www.unsplash.com

Does your afterschool program assign jobs to your participants? According to Elizabeth Harris, PhD, a child and adolescent psychologist at University Hospitals, asking kids to pitch in can have powerful lifelong benefits. This article was originally published by University Hospitals. The full article can be found here.

“Chores aren’t just about keeping a clean space. They help children build confidence, empathy, emotional regulation and executive functioning. These are skills that serve them well, far into adulthood.” - Elizabeth Harris, PhD, a child and adolescent psychologist

The Science Behind Responsibility
The Harvard Study of Adult Development, one of the longest studies ever conducted, found that children who were given age-appropriate chores developed stronger relationships, a better work ethic and higher life satisfaction as adults.

Dr. Harris says the benefits go even deeper. “One thing that often surprises adults is how chores build empathy,” she explains. “When kids understand what it takes to maintain a home, they become more aware of—and grateful for—what others do for them. That kind of perspective can be a game-changer in emotional development.” Chores also reinforce structure. 

Building a Better Brain
Assigning regular duties can also enhance children’s cognitive development. According to Dr. Harris, chores strengthen executive functioning – the brain’s ability to plan, focus, switch between tasks and manage time effectively.

“Kids who have chores are typically better self-managers,” she says. “They develop stronger working memory, better emotional regulation and more mental flexibility. These are foundational skills not just for success in school, but in life.”

Setting Expectations, Early
So when should you start? “As early as preschool,” says Dr. Harris. “Younger children love to feel capable. Cleaning up toys or wiping down- simple tasks like these foster autonomy.”

For older children and teens, tasks can become more complex, and offer opportunities to grow. “When kids feel a sense of ownership, they’re more likely to follow through,” she says. “And giving them a say in what they do can go a long way.”

Chores and Mental Health: More Benefits
Chores can also support mental health, particularly for kids and teens dealing with anxiety or depression. “One symptom of depression is lack of motivation, and the best antidote to that is activity,” Dr. Harris explains. “A set routine, even a small, manageable responsibility can help get kids moving and thinking.” In the case of anxiety, chores can offer a sense of control and predictability. “An anxious brain thrives on structure,” she adds. “Doing something tangible and productive can ease intrusive thoughts and provide a mental reset.” 

Finding the Right Balance
The bottom line? Giving children and teens consistent, age-appropriate chores is one of the simplest and most effective ways to help them grow into responsible, capable adults. In the process, they’ll gain much more than a clean space. “They gain confidence, agency, and a stronger connection to their community,” says Dr. Harris. “And those lessons last a lifetime.” 

Source: Edutopia

In another article published by Edutopia entitled, How Classroom Jobs for Teens Instill Responsibility, program job assignments for older students offer a multitude of benefits that extend beyond the immediate tasks they perform. 

These roles can significantly contribute to the development of essential life skills and foster a sense of responsibility and community within the classroom. Here are some additional benefits:

• Leadership Development: Older students often take on more complex roles that require leadership skills. By managing tasks and sometimes overseeing younger peers, they learn how to lead effectively and responsibly.
• Time Management: Balancing classroom jobs with academic responsibilities teaches students how to manage their time efficiently. This skill is crucial as they prepare for higher education and future careers.
• Teamwork and Collaboration: Many classroom jobs require students to work together, fostering a spirit of collaboration. This experience helps them understand the importance of teamwork and how to work effectively with others.
• Problem-Solving Skills: Encountering challenges in their roles encourages students to think critically and develop problem-solving skills. They learn to approach issues methodically and come up with practical solutions.
• Increased Engagement: Having a job in the classroom can increase a student's engagement with their learning environment. It gives them a sense of ownership and investment in the classroom community.
• Self-Esteem and Confidence: Successfully fulfilling their responsibilities can boost students' self-esteem and confidence. They gain a sense of accomplishment and pride in their contributions.
• Preparation for Future Roles: Classroom jobs simulate real-world responsibilities, preparing students for future roles in the workplace. They learn about accountability, reliability, and the importance of fulfilling commitments.
• Social Skills: Interacting with peers and teachers in a job role helps students develop social skills. They learn how to communicate effectively, negotiate, and resolve conflicts.

Overall, program job assignments for older students are a valuable tool in their personal and academic development, equipping them with skills that are essential for success beyond the classroom... 

You can download a list of student jobs and their descriptions from Meredith Howard, a middle school history and social studies teacher at Albert Hill Middle School in Richmond, Virginia. The PDF also includes a draft of her job application form for youth.

 

MORE ABOUT...

Dr. Elizabeth Harris

Dr. Elizabeth Harris is a licensed clinical psychologist. She earned a doctorate in counseling psychology from Walden University. She completed her psychology training at Northeast Behavioral Healthcare, University Hospitals Division of Child and Adolescent Psychiatry, and at a private practice. She has advanced training and experience helping children, adolescents, and adults who seek positive, fulfilling experiences, in both inpatient and outpatient settings. Dr. Harris utilizes cognitive behavioral therapy, behavior modification, interpersonal therapy, and hypnotherapy techniques to treat her clients.

Edutopia is a foundation dedicated to transforming pre-K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives. Founded by innovative and award-winning filmmaker George Lucas in 1991, they take a strategic approach to improving education. 

If you'd like to learn more about supporting kids in afterschool, we are sponsoring a few upcoming webinars that you should check out. Click the titles below to learn more and register:

• Fri. 9/4/26: Building After School Programs to Support Kids with Disabilities
• Thur. 9/24/26: Supporting Youth with ADHD Features in Afterschool Programs
• Fri. 9/25/26: Addressing the Needs of Foster Youth in Afterschool Programs