Ensuring That Program Staff Are Ready to Address Youth Mental Health Issues

Source: www.pexels.com

By Sam Piha

AFTERSCHOOL PROGRAMS CAN HELP

Youth afterschool programs are uniquely positioned to help because they reach young people in informal, trusting environments that often feel safer than school or home. “Research shows that high-quality afterschool programs contribute significantly to positive mental health outcomes, including improved interpersonal skills, self-control, and reduced externalizing behaviors. They offer a vital ‘spectrum of care’ that complements formal education and family support systems.” [i] 

According to the Afterschool Alliance, “Afterschool and summer programs play an essential role in supporting the healthy development of young people by serving as a safe space that fosters belonging, develops supportive relationships with peers and adult mentors, encourages healthy behaviors, and helps young people build and cultivate the skills necessary to navigate through the struggles and challenges they may come up against in life.” [ii] 

“After-school programs are also another place where kids have the opportunity to have ‘healthy interactions’ with each other and with adults. For example, some programs have brought in mental health professionals to work with students’ emotional needs.” [iii]  

Chat GPT writes, “Here’s a clear, research-based overview of how youth programs can help address the mental health crisis:

1. Create Supportive, Trust-Based Environments

• Build belonging and connection — consistent relationships with caring adults buffer against anxiety and depression.
• Train staff in trauma-informed practices so they recognize stress reactions and respond with empathy, not punishment.
• Normalize mental health talk by incorporating check-ins, ‘feelings boards,’ or ‘wellness circles’ into regular activities.

2. Promote Emotional Literacy

• Integrate social-emotional learning (SEL) — teach youth to identify emotions, manage stress, and resolve conflict.
• Use games, art, journaling, or storytelling to help youth process emotions safely.
• Provide short workshops on coping skills (e.g., breathing, mindfulness, self-talk).

3. Early Identification and Support

• Train staff to notice signs of distress (withdrawal, irritability, sleep or appetite changes).
• Establish clear referral pathways to local mental health providers or school counselors.
• Partner with mobile crisis teams or mental health nonprofits for on-site consultation days.

4. Strengthen Family and Community Connections

• Host family nights to share mental health resources and communication tools.
• Partner with schools, clinics, and local organizations to create a continuum of care.
• Encourage mentorship: consistent one-on-one relationships reduce loneliness and self-harm risk.

5. Foster Purpose, Mastery, and Joy

• Provide creative outlets (music, art, dance, theater, sports) — shown to reduce depressive symptoms and improve mood.
• Offer youth a chance to lead projects or volunteer; helping others boosts self-esteem and hope.
• Integrate movement and outdoor time — both improve mood regulation and stress resilience.

Source: Temescal Associates

6. Train and Support Staff (see more below)

• Youth workers often experience ‘secondary trauma.’ Build in staff wellness practices and peer support.
• Provide professional development on: De-escalation and crisis response, Culturally responsive care, Suicide prevention (e.g., QPR or safeTALK training)

7. Advocate and Educate

• Join local coalitions for youth mental health.
• Advocate for funding and policies that increase access to counseling and youth development opportunities.
• Include youth voice in shaping program priorities — feeling heard is itself protective.” [iv] 

“Afterschool programs support youth mental health by providing a safe and structured environment, offering access to caring adult mentors, and fostering vital social-emotional skills.”[v] 

Best practices for afterschool programs addressing the youth mental health crisis also include,

• Trauma-Informed Care: Adopting a trauma-informed approach ensures the environment is predictable, consistent, and empowering, helping youth feel safe and in control. (To learn more about trauma- informed care, check out our webinar, “Trauma Informed Practice in Afterschool in the Era of COVID-19” and past Learning in Afterschool & Summer (LIAS) Blogs on this topic.)
• Normalization of Mental Health: Talking openly about mental health, similar to physical health, helps to de-stigmatize issues and encourages youth to seek help.

QUALIFICATIONS FOR AFTERSCHOOL PROGRAM STAFF WORKING WITH YOUTH WHO MAY HAVE MENTAL HEALTH ISSUES? 

It is important that program leaders consider the qualifications that their staff need. According to Chat GPT, “Afterschool program staff who work with youth mental health typically have diverse qualifications, ranging from formal degrees to specialized training and certifications. The specific requirements depend on the staff member's role and the services offered. At a minimum, staff should possess strong social-emotional skills like compassion and patience. 

Foundational Qualifications and Skills
According to Google AI, some foundational qualifications needed by afterschool staff working with youth who may have mental health issues are,

• “Educational Background: While not all positions require a degree in a specific field, a background in child psychology, social work, human services, or education (often at the bachelor's level for entry-level positions and master's for supervisory or clinical roles) is highly valued.
• Experience: Prior experience working with adolescents or children in an urban or diverse environment is often preferred.
• Core Competencies: Essential soft skills include:
• Patience and Compassion: Working with youth facing challenges requires a calm and understanding demeanor.
• Strong Interpersonal and Communication Skills: The ability to build rapport and communicate effectively with youth, families, and a multidisciplinary team is crucial.
• Active Listening: The capacity to genuinely listen and pick up on verbal and non-verbal cues is essential.
• Cultural Competence: The ability to work effectively and respectfully with people from diverse backgrounds is a key requirement.
• Creativity and Problem-Solving: Using creative approaches to engage youth and find solutions to challenges.” [vi]  

SPECIALIZED STAFF TRAINING FOR MENTAL HEALTH SUPPORT

Even though afterschool staff may have personal attributes that will help them address youth mental health issues, it is important that they also receive specialized training. Below are trainings for afterschool staff on the topic of recognizing and responding to youth mental health issues taken from Google AI:

• “Youth Mental Health First Aid (YMHFA): This is a research-based training that teaches staff to recognize the signs and symptoms of mental distress or crisis, initiate help, and connect youth to professional care through a five-step action plan.
• Trauma-Informed Care: Training on understanding, recognizing, and responding to the effects of trauma to create a physically, emotionally, and culturally safe environment.
• Social-Emotional Learning (SEL) Curricula: Familiarity with evidence-based programs that help youth develop emotional awareness, self-regulation, problem-solving, and communication skills.
• Crisis Intervention and Prevention: Training on suicide prevention, bullying prevention, and de-escalation techniques.
• Referral Methods: Clear understanding of how to link children and families to experts in youth mental health services when a situation is beyond the scope of the afterschool program.” [vii]

Other specialized trainings recommended for afterschool staff are:

• Question, Persuade, Refer (QPR): Some programs use this training to provide staff with practical skills for suicide prevention.
• 'Notice. Talk. Act.® at School': Developed by the American Psychiatric Association, this training teaches staff how to recognize mental health issues, talk with students about their concerns, and refer them to appropriate resources. 

CARE FOR STAFF 

This blog is focused on the youth mental health crisis. However, we also need to be mindful of the accumulated stress on the part of staff. We know that stress leads to burn out and staff turnover and can also be detrimental to the young people we are responsible for. How do we go about caring for staff? It is its own topic and too large to fully explore here. 

Below is a brief outline regarding strategies to mitigate stress for staff. We’ve divided up the lists regarding organizational strategies and individual vs team-based strategies. According to Google AI, “Addressing staff stress in youth programs requires a two-pronged approach equipping employees with individual coping skills and implementing organizational changes to foster a supportive and sustainable work environment. 

Organizational Strategies: 

• Manage Workload and Expectations 
• Provide Strong Supervisory Support 
• Offer Competitive Compensation and Benefits 
• Foster a Supportive Work Culture • Prioritize Work-Life Balance and Flexibility
• Invest in Professional Development: are valued and helps combat disengagement.
• Offer Access to Professional Help

Individual and Team-Based Strategies: 

• Provide Stress Management Training 
• Encourage Self-Care 
• Implement Debrief Sessions 
• Set Clear Boundaries” [viii] 

To learn more about staff self-care, check out our briefing paper, Self-Care for Youth Workers. 

Source: Chat GPT

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. 

END NOTES:

[i]: Google AI, Why do afterschool programs benefit youth mental health? 

[ii]: Afterschool Alliance, Afterschool Supports Children’s Well-Being and Healthy Development

[iii]: Lauraine Langreo, How After-School Programs Can Support Students’ Academic and Social-Emotional Needs

[iv]: Chat GPT, How can youth programs help address the mental health crisis?

[v]: Google AI, How do afterschool programs support youth mental health?

[vi]: Google AI, What are the qualifications needed by afterschool staff working with youth with mental health issues?

[vii]: IBID.

[viii]: Google AI, What strategies are recommended to address staff stress in youth programs?

Best of 2025, July Through December

By Sam Piha

Temescal Associates and The How Kids Learn Foundation have created a large number of resources over the years. They are catalogued here. Below we have listed several of our favorites from 2025, July through December. To view Best of 2025, So Far, click here.

FAVORITE BLOGS:

• Identifying and Understanding Feelings
• The State of Mental Health for Young People
• Sports and Play Promotes Social Emotional Learning and Character

GUEST BLOGS:

• How Rituals And Routines Foster A Supportive Environment
• How California Schools Can Support Students, Families Fearing ICE Raids

 

INTERVIEWS:

• Voices From the Field: An Interview with Educator and Therapy Dog Handler, Leslie Gravino
• Therapy Dogs: An Interview with Pet Partners

 

BRIEFING PAPERS:

• Creating a Staff Development Plan
• Bringing Therapy Dogs into Youth Afterschool Programs
• How Afterschool Programs Can Address the Youth Mental Health Crisis

 

WEBINAR RECORDINGS:

• Working with Neurodiverse Children in Afterschool
• The Importance of Play in Afterschool
• Introducing Therapy Dogs into Afterschool Programs

Winter Break

Source: Aspen Center for Environmental Studies

The Learning in Afterschool & Summer Blog will be taking a winter break and returning in February 2026. We wish you all a peaceful and restful holiday. 

Happy Holidays

As we reflect upon the end of the year, we can't ignore that there are far too many families that are experiencing high levels of poverty and the fear of deportation. With that in mind, all of us at Temescal Associates and the How Kids Learn Foundation wish you a peaceful and restful holiday! 

Declining Youth Mental Health: What to Look For

Source: www.pexels.com

By Sam Piha 

GROUPS MOST AFFECTED

Some groups are more affected by mental health issues. They include: 

• “Girls: Adolescent girls report nearly twice the rate of persistent sadness as boys (57% vs 29%).
• LGBTQ+ youth: 69% reported persistent sadness and 45% considered suicide (CDC, 2023).
• Youth of color: Suicide rates among Black youth have risen more than any other racial group in the U.S. over the past 20 years.” [i]

Adolescents
“One in six people are aged 10–19 years. Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Protecting adolescents from adversity, promoting socio-emotional learning and psychological well-being, and ensuring access to mental health care are critical for their health and well-being during adolescence and adulthood.” [ii]

“Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems.” [iii]

The WHO describes adolescence as a, “crucial period for developing social and emotional habits important for mental well-include adopting healthy sleep patterns; exercising regularly; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Protective and supportive environments in the family, at school and in the wider community are important...

Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services. These include adolescents living in humanitarian and fragile settings; adolescents with chronic illness, autism spectrum disorder, an intellectual disability or other neurological condition; pregnant adolescents, adolescent parents, or those in early or forced marriages; orphans; and adolescents from minority ethnic or sexual backgrounds or other discriminated groups...

Multiple factors affect mental health. The more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors that can contribute to stress during adolescence include exposure to adversity, pressure to conform with peers and exploration of identity. Media influence and gender norms can exacerbate the disparity between an adolescent’s lived reality and their perceptions or aspirations for the future. Other important determinants include the quality of their home life and relationships with peers. Violence (especially sexual violence and bullying), harsh parenting and severe and socioeconomic problems are recognized risks to mental health.” [iv]

“Adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health and human rights violations.” [v]

To learn more about mental health determinants for adolescence see Mental Health of Adolescents by the World Health Organization.

PROMOTION AND PREVENTION

“Mental health promotion and prevention interventions aim to strengthen an individual's capacity to regulate emotions, enhance alternatives to risk-taking behaviors, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks. 

These programs require a multi-level approach with varied delivery platforms – for example, digital media, health or social care settings, schools or the community – and varied strategies to reach adolescents, particularly the most vulnerable.

Early detection and treatment
It is crucial to address the needs of adolescents with mental health conditions. Avoiding institutionalization and over-medicalization, prioritizing non-pharmacological approaches, and respecting the rights of children in line with the United Nations Convention on the Rights of the Child and other human rights instruments are key for adolescents’ mental health.” [vi]

Source: www.pexels.com

SIGNS OF YOUTH MENTAL HEALTH ISSUES

According to ChatGPT, these are some common signs of declining youth mental health:

• “Emotional and Behavioral Signs:
• Frequent sadness, crying, or irritability
• Sudden mood swings or emotional outbursts
• Withdrawal from friends, family, or activities once enjoyed
• Increased sensitivity to rejection or criticism
• Expressions of hopelessness (‘nothing matters,’ ‘I can’t do anything right’) 

• Social and School-Related Changes
• Declining grades or loss of interest in school
• Trouble concentrating, remembering, or making decisions
• Skipping class or avoiding group activities
• Increased conflict with peers or authority figures

• Physical or Routine Changes
• Noticeable changes in sleep (too little or too much)
• Appetite changes or sudden weight loss/gain
• Frequent headaches, stomachaches, or vague physical complaints
• Neglecting personal appearance or hygiene

• Serious Warning Signs
• Talking or writing about death or suicide
• Self-harming behaviors (cutting, burning, hitting self)
• Extreme anger, agitation, or risk-taking
• Use of alcohol or drugs to cope
• Sudden calmness after a period of distress (can indicate suicidal planning).” [vii] 

To learn more, check out 10 Mental Health Warning Signs with Teens. If you are concerned about a young person’s safety, do not wait — contact a counselor, trusted adult, or call or text 988 (Suicide and Crisis Lifeline). 

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page.

END NOTES:
[i]: Chat GPT, Which youth groups are most affected by mental health issues?
[ii]: IBID.
[iii]: World Health Organization, Mental Health of Adolescents
[iv]: IBID.
[v]: IBID. 
[vi]: IBID.
[vii]: Chat GPT, What are signs of declining youth mental health?

The State of Mental Health for Young People

Source: World Health Organization

By Sam Piha

Childhood and adolescence are critical stages of life for mental health. This is a time when rapid growth and development take place in the brain. Children and adolescents acquire cognitive and social-emotional skills that shape their future mental health and are important for assuming adult roles in society.

The quality of the environment where children and adolescents grow up shapes their well-being and development. Early negative experiences in homes, schools, or digital spaces, such as exposure to violence, the mental illness of a parent or other caregiver, bullying and poverty, increase the risk of mental illness.

According to the World Health Organization (WHO), “Mental health conditions, such as childhood epilepsy, developmental disabilities, depression, anxiety and behavioral disorders, are major causes of illness and disability among young people. Worldwide, 8% of children and 15% of adolescents experience a mental disorder, but the majority of them do not seek help or receive care. Suicide is the third leading cause of death in 15-29 year-olds. The consequences of not addressing mental health and psychosocial development for children and adolescents extend to adulthood and limit opportunities for leading fulfilling lives.” [i] 

Most indicators show that youth mental health has worsened over the past decade, especially since the COVID-19 pandemic. According to the CDC (2024) 42% of high-school students reported persistent sadness or hopelessness — up from 28% in 2011. Also, 22% seriously considered suicide, nearly double the rate from a decade earlier.

“Key facts:

• Globally, one in seven 10-19 year-olds experiences a mental disorder, accounting for 15% of the global burden of disease in this age group.
• Depression, anxiety and behavioral disorders are among the leading causes of illness and disability among adolescents.
• Suicide is the third leading cause of death among those aged 15–29 years old.
• The consequences of failing to address adolescent mental health conditions extend to adulthood, impairing both physical and mental health and limiting opportunities to lead fulfilling lives as adults.” [ii]



WHY YOUTH MENTAL HEALTH IS GETTING WORSE

There are multiple, overlapping factors that help explain why youth mental health is getting worse. Below are some of the factors, as listed by Chat GPT. 

• “Social media and digital pressure: constant comparison, cyberbullying, and reduced real-life connection.
• Pandemic disruption: isolation, academic loss, and family stressors intensified symptoms.
• Academic and economic pressure — fear of failure, high competition, and financial insecurity.
• Access barriers: long wait times, provider shortages, and stigma prevent treatment.
• Global instability: climate anxiety, violence, and polarization add chronic stress.” [iii]

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page. 

END NOTES:
[i] World Health Organization, Improving the mental and brain health of children and adolescents
[ii] World Health Organization, Mental Health of Adolescents
[iii] Chat GPT, What factors help explain why youth mental health is getting worse?

Showing Gratitude

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

How Rituals And Routines Foster A Supportive Environment

Source: WINGS for Kids

By Guest Blogger Wings for Kids. To view this original publication, click here.

Many of us follow an established morning routine: wake up, shower, eat breakfast, and get ready for the day. It’s routines like these that serve our mental, physical, and psychological well-being. In the same way, adults benefit from a daily routine, children feel more secure and confident when their day-to-day activities are familiar and predictable.

In fact, they are essential to their development and health. Research suggests that parents with preschool-aged children who regularly practice family routines like singing, reading, playing, and eating together have greater social-emotional health. Children depend on rituals and routines to provide structure throughout their day. These repeated events provide a foundation for daily life and can help establish an understanding of rules, expectations, and accountability. 

What’s The Difference Between a Routine and a Ritual?
Although sometimes used interchangeably, rituals and routines have their own specific attributes.

Routine
A routine, according to the National Association for the Education of Young Children (NAEYC) is defined as:

• Predictable;
• Repeated and;
• Provides a foundation for daily tasks

As an example, at WINGS the Program Director establishes a routine for each day, week, and program year. This predictable schedule of events remains consistent, providing a basic framework around all program activities. Specifically, kids start each day with group time called Community Unity. There is a weekly routine of giving each other Positive Feedback or Heys & Praise on Mondays, and every year our programs routinely host a WINGS Graduation for students. This familiarity helps kids know what to expect and when to expect it.

Ritual
A ritual, on the other hand, is defined by the NAEYC as “a special action that helps…enhance aspects of our daily routines to deepen our connections and relationships.” As adults, we typically think of rituals similar to traditions like making certain snacks or food for the SuperBowl party. In this case, having the SuperBowl party is the routine and making the “family recipe” chili is the ritual. They provide ways to acknowledge the importance of such events and are usually comforting.

To illustrate, one daily WINGS routine is to say Words To Live By—seven kid-friendly verses that teach SEL skills—as a group. During this time, WINGS leaders can implement a ritual like a group chant, making up distinct hand motions to use during the Words, or ending the Words a certain way like making a unique face or hand gesture.

Why Are Rituals and Routines Important at School?
Like home, children thrive in a school environment that creates consistent rituals and routines throughout the day. A day with interspersed rituals and routines help children:

• Know what is happening now and what comes next
• Engage in learning
• Feel in control of their environment
• Reduce confusion or anxiety

Imagine this: you walk into your office at work in the morning and no one looks up to greet you. No “Hello!” or even a “Hey.” How does that make you feel? Uncomfortable? Maybe bitter or confused? Now imagine someone looked up, made eye contact, greeted you with a genuine smile, said your name, and maybe even gave you a fist bump. How much more welcomed would you feel?

A morning ritual like being greeted each day in this way helps to communicate simple messages:

• You are valued and included.
• We’re glad you’re in our community.
• Greeting others by name and using good manners helps everyone feel more comfortable.

Even the simplest rituals and routines can have a remarkable impact. They help children feel supported, secure, and ready to learn.

“The impact of creating rituals and traditions is long-lasting. They build connections and provide an opportunity for everyone—children, families, and staff—to learn about themselves and others. They create a safe, warm, and secure environment where children are able to learn and grow. They offer learning experiences for children, staff, and families alike. They positively enhance both program and classroom environments.” - Jacky Howell & Kimberly Reinhard, Rituals and Traditions: Fostering a Sense of Community in Preschool, 2015

Make It Fun and Engaging

When teachers and staff develop creative routines and procedures, it’s a win-win. Adults provide kids with the necessary support structure to be successful and kids enjoy a fun and unique ritual or routine that helps them reduce stress or anxiety. These engaging environments provide excellent opportunities for positive interactions between children and adults, which are necessary for social emotional learning to be effective.

In addition, simple, repetitive activities can relieve stress on teachers and staff by taking the guesswork out of transitions between classrooms or gaps between lessons. Instead of making transitions feel like a chore, shake things up.

Make it fun! Here are a few ideas to make everyday tasks feel more like a game:

• To get students’ attention, say “One, two, three. Eyes on me!” and the group replies “One, two. Eyes on you!”
• Use a unique handshake for your group or even for each student to greet them each day
• At the start of academic time, use a breathing technique or calming ritual to regain focus

Source: Ever Forward Club

Things To Consider
By approaching rituals and routines intentionally, you can find new ways to not only help support your kids, but also help them know what to expect, stay engaged, and feel a sense of community with you and their peers. Consider these tips as you dive in:

Include kids in decision-making: As you develop a thoughtful plan of routine activities in all learning areas, be sure to include children in discussions and planning. Don’t be afraid to have your kids help you put rituals in place and switch them up throughout the year. You’ll be surprised how quickly the kids will catch on and appreciate the consistency. Children are more motivated to work hard and learn more during daily academic time if they feel that they’ve made a contribution to plans and are emotionally engaged.

Understand expectations: When approaching established or new routines, it’s important that students understand the expectations, which will save time managing any behavior challenges later. It’s important for adults to address both inappropriate AND appropriate behavior with kids. Both actions serve as models for what’s acceptable behavior, so focus on developing a plan that reinforces positive behavior for optimal success. 

Build a sense of community: Rituals and routines can also be helpful in building a sense of community. Kids and adults alike crave a sense of belonging in and outside the classroom, and forming these bonds is the product of positive interactions over the course of time. Have a vision for what you want your community to stand for, what values it should have, and then authentically engage with your kids to build the foundation for your vision.

Be flexible: As with all activities, we know sometimes things don’t go according to plans. Life’s full of surprises, and when these surprises occur it’s important to be flexible. As significant as rituals and routines are, don’t exclude the opportunity to have a spontaneous experience once in a while or create a new ritual to keep things fresh and fun.

Ensure equity: Make sure your routines and rituals are equitable for all. An intentional design of routines and rituals—that value a range of student voices—will help to promote equitable and inclusive participation of students.

Flexibility and ingenuity are key when it comes to finding ways to support our kids and their social emotional health. Experiment with what you imagine might work for your students, observe the results, and make adjustments as needed. Continue to embrace the things that work, and gently let go of the things that don’t. 

Next Steps
Take a moment to reflect on the different routines and rituals you may already be using. Ask yourself a few questions to assess how you could improve or add other routines and rituals to your day:

• Do you already use any rituals in your classroom? If so, what are they and when/why do you use them? How might you adjust them for various age groups and different purposes?
• How could you take a routine and insert fun and engaging rituals into it? What, if any, benefit might there be to ritualizing certain practices in your classroom or program?
• What preferred routines do you use in your classroom or program already? Why do you use them? (Be more specific than simply justifying your practices by saying you do them “to operate efficiently”).

To read previous LIAS Blogs on routines and rituals, click here.

Rebranding Social Emotional Learning

Source: CASEL - The Missing Piece (video)

By Sam Piha

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. And now political pushback against social-emotional learning (SEL) is growing.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL) website, they define social and emotional learning (SEL) “as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” [i]

“The politics of social-emotional learning have shifted drastically in the past few years— especially in some conservative states—with critics claiming that SEL is a form of liberal indoctrination or a means for unqualified teachers to practice therapy. This shift has left many teachers and SEL practitioners in a tricky situation, trying to address parents’ concerns while continuing to teach SEL programs that may be required by the district and state.” - Arianna Prothero, Education Week

Source: CASEL - The Missing Piece (video) 

“The term social-emotional learning can be confusing and inaccessible. Even before social-emotional learning became politicized, there were criticisms that the practice or concept was too wonky and inaccessible for parents and other community members.” [ii]

“The first question they [parents] had was, ‘What the hell are you talking about?’ he said. I get math. I get reading. What the hell is social-emotional learning?’ When commissioners explained they wanted schools to nurture qualities such as discipline, self-management, and relationship skills, ‘they’d [parents] say, ‘Oh yeah, we’re for that.’” - John Bridgeland, CEO of Civic Enterprises

“Some school districts and afterschool programs are looking to reduce controversy and confusion by calling SEL something else. In the Ed Week Research Center survey, 27% of respondents said their schools use other terms to refer to SEL, but not specifically to limit controversy. The most popular alternative terms for SEL are ‘character education,’ followed by ‘life skills’ and ‘communication skills.’” [iii]

To learn more about this important topic, we recommend that you review the resources below. 



• Learning in Afterschool & Summer (LIAS) Blogs on SEL
• (Ed Week) SEL by Another Name? Political Pushback Prompts Rebranding 
• VIDEO: CASEL- The Missing Piece

END NOTES
[i] CASEL, Fundamentals of SEL
[ii] Arianna Prothero, SEL by Another Name? Political Pushback Prompts Rebranding
[iii] IBID.

How California Schools Can Support Students, Families Fearing ICE Raids

Source: Ian Kapsalis/The Express

Guest Blog by Laura E. Enriquez, Ed Source. This story was originally published by EdSource. Sign up for their daily newsletter.

Back-to-school season should be a time of hope and excitement. This year in Southern California, however, it was shadowed by fear as immigration threats spilled into schools.

All summer, federal immigration agents besieged the streets of Southern California. In response, schools in impacted areas set up safety zones, coordinated school personnel and volunteers to monitor nearby areas for ICE activity. Still, violent raids and violated rights are ratcheting up fear across entire communities. Just this week, the U.S. Supreme Court ruled that one’s race and related factors can be used to detain individuals, paving the way for immigration enforcement officers to make more frequent stops. 

As I got my kids ready for school — picking out new shoes and stuffing supplies into backpacks — I was struck by the privilege that these are our biggest worries. For many other Latino families in Southern California, the first day back was overshadowed by anxiety: Will Immigration and Customs Enforcement (ICE) be waiting outside? Will a parent not come home tonight?  

As a professor who studies the impacts of exclusionary immigration policy on undocumented and mixed-status families, I anticipate the long-term effects of this moment. Detention and deportation of a family member destabilizes households and harms children’s mental health and academic success. Even for those who manage to avoid the deportation of loved ones, these raids will be core memories that shape how a whole generation understands legal vulnerability.

In my past research, I often listened to undocumented and U.S. citizen young adults recall a key moment: being in the car when a parent was pulled over, hearing late-night knocks on the door, or encountering police checkpoints. Those memories have shaped lifelong understandings of when and how deportation may threaten their families. 

Because the students I studied grew up in California, these incidents were once occasional and isolated. Now, the threat is coordinated and constant. Students tell me their parents say it’s never been like this before. From now on, when their mom doesn’t answer the phone, the worst-case scenarios that flash through their heads will be the ones they see in the news: brutal detentions, disappearances into ICE custody, and possibly deadly outcomes. 

Such fears compromise students’ educational engagement and mental health, weakening their academic performance. In our research on undocumented students and U.S. citizens with undocumented parents at the University of California, my colleagues and I found that immigration-related threats created clear disparities between these students and their peers with lawfully present parents. These fears fueled high rates of anxiety, depression and academic disengagement. The overall pattern is clear: Immigration policies harm whole families and communities, not just undocumented immigrants. 

California legislators have passed two bills that seek to restrict immigration enforcement on school campuses and inform students and families of the presence of immigration officers on campuses. Signing these bills into law and implementing them will provide a critical sense of safety that can enhance student well-being. 

Source: Mindsite News/ Linda Perales

Administrators and educators — from elementary school through college — can further step in to help families navigate threats. Existing school mass notification systems can be used to inform families when ICE is active nearby. Just as schools prepare for earthquakes, they can support families in creating emergency reunification plans so that younger children are cared for and older students know what to do. 

Teachers and staff at all levels must be prepared to talk with students in culturally competent and compassionate ways. This means staying current on immigration-related issues, sharing resources, and making clear that anti-immigrant language will not be tolerated. For high school and college students, recognizing immigration stress as a valid reason to request extensions can prevent them from falling further behind. 

These measures may seem small in the face of the severe threat and fear that students are facing. However, they can offer a beacon of hope, letting families know they are not alone and bolstering their ability to cope with and navigate these threats.

The families in recent news stories could have easily been mine. My oldest child was born into a mixed-status family. Her father, my husband, was undocumented until he gained permanent residency when she was 2 months old. That change was the result of complex immigration policies that worked in our favor. Ten years later, my daughter’s biggest concern is which backpack fits with her style — not whether her dad will be there to meet her at the bus stop. 

Outdated federal immigration policies block many undocumented and mixed-status families from achieving the security my family enjoys. To protect the next generation, we need immigration policies that do not disappear undocumented immigrants and traumatize U.S. citizens. State, local and institutional policies can help combat ongoing threats, but ultimately, we need federal action to create a humane and accessible pathway to legal status.

The next generation shouldn’t grow up fearing a knock on the door. It’s time for policies that keep families together and children safe. 

MORE ABOUT...

Laura E. Enriquez

Laura E. Enriquez is an associate professor of Chicano/Latino studies at the University of California, Irvine. She is the author of the forthcoming book “Family Legal Vulnerability: How Immigration Policy Shapes the Lives of Latino College Students.” 

EdSource is California’s largest journalism organization focused on education. EdSource believes that an informed, involved public is necessary to strengthen California’s education institutions, improve student success and build a better workforce.

Components of a Staff Training Plan

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By Sam Piha

According to Coursera, “An employee training plan has several key components. These typically include the following:

• Goals and objectives: Clearly define what you aim to achieve through the training. Goals should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Timeline: Define the duration of the training plan, including start and end dates, as well as any milestones or checkpoints along the way.
• Activities: Outline the tasks, exercises, or lessons required during the training period. Align these activities with the goals of the plan.
• Resources: Identify the materials, tools, equipment, and support needed to carry out the activities effectively.
• Progress tracking: Identify methods for tracking and measuring progress toward the goals. This could involve assessments, evaluations, tests, or other metrics.
• Accountability: Determine how to monitor progress and who will provide feedback or guidance throughout the training process. This could involve a coach, mentor, supervisor, or self-assessment.
• Reflection and evaluation: Schedule regular intervals for reviewing and evaluating progress. This helps identify what's working well and what might need to be adjusted.” [i]

These are Google AI Overview results for Key Components Of A Staff Development Plan For Youth Workers: “A comprehensive staff development plan for youth workers should include: a needs assessment, clear goals and objectives, diverse training methods, ongoing support, and evaluation strategies to ensure effectiveness and alignment with the organization's mission. It should also address the needs of individual staff members and the broader program.” [ii]

Google AI provides a more detailed look at the key components of a staff development plan for youth workers:

1. “Needs Assessment: Regarding Program/Staff, begin by evaluating the current skills, knowledge, and experience of your staff, as well as any identified gaps or areas for improvement. This can be done through surveys, performance reviews, and discussions with staff. 

2. Clear Goals and Objectives: Define specific, measurable, achievable, relevant, and time-bound (SMART) goals for staff development. These goals should align with the organization's overall mission and the needs of the youth being served.  

3. Diverse Training Methods: Offer a variety of training opportunities to cater to different learning styles and needs. This can include workshops, online courses, mentoring, coaching, shadowing, visiting other programs and on-the-job training. 

4. Ongoing Support: Provide ongoing support and resources to help staff implement their training and continue their professional development. This can include mentorship, access to resources, and opportunities for reflection and collaboration. 

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5. Evaluation Strategies: Regularly evaluate the effectiveness of the staff development plan, including assessing the impact on youth outcomes, staff performance, and program effectiveness. This can be done through surveys, performance reviews, and data analysis. It helps to:

• Track progress and provide feedback: Regularly monitor the progress of youth workers towards their goals and provide constructive feedback. 
• Evaluate the effectiveness of the plan: Assess the impact of the development plan on youth workers' skills, knowledge, and performance. 
• Make adjustments as needed: Continuously refine the plan based on evaluation results and feedback.  

6. Individualized Development Plans: Recognize that staff have different career goals and learning styles. Consider offering individualized development plans that cater to each staff member's specific needs and aspirations. 

7. Alignment with Organizational Mission: Ensure that the staff development plan is aligned with the organization's mission, values, and goals for youth. This will help to ensure that staff are developing the skills and knowledge they need to effectively support the organization's mission. 

8. Ethical Considerations: Address ethical considerations related to youth work, such as confidentiality, informed consent, and power dynamics. Provide training on these topics to help staff navigate ethical dilemmas in their work with youth. 

9. Focus on Positive Youth Development (PYD): Emphasize the importance of PYD, which focuses on strengths-based approaches, building positive relationships, and fostering youth development. Training should help staff understand and implement PYD principles in their work. 

10. Support for Reflection and Self-Assessment: Encourage staff to reflect on their experiences and practice self-assessment to identify areas for growth. This can help staff to take ownership of their professional development and to make meaningful changes in their practice.” [iii]

You can learn more on staff development, by reading our briefing paper, Creating a Staff Development Plan and by viewing a recent webinar recording.

END NOTES:
[i] Coursera, The Power of an Effective Employee Training Program
[ii] Google AI, Key Components Of A Staff Development Plan For Youth Workers
[iii] IBID.