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!”