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

Voices from the Field: The Importance of Teamwork and Collaboration Skills

Source: www.unsplash.com

We are told by business leaders that soft skills, like team work and collaboration, are very important. We believe that afterschool programs are especially equipped to teach these skills. In fact, we developed a briefing paper on the importance of teamwork and collaboration skills to prepare young people for the workforce. But we wanted to hear directly from business leaders, so we spoke to Kanita Fuller, a corporate recruiter, to learn more. 

Q: Would you describe your position?

Kanita Fuller

A: I am a full cycle, in-house Senior Business Recruiter at an AI start up in San Francisco called Perplexity. I interview and support candidates through the recruiting lifecycle for a variety of roles at the company, from accounting and finance to legal and sales and more. I recruit for a variety of levels as well, from entry-level (college grads with little to no experience) to Director+, each recruiting process can vary depending on the role/level/team. 

Q: How important are the soft skills of teamwork & collaboration to employers?

A: Very important, something every hiring manager looks for in their hiring process. 

Q: Do you look for them? Why? How?

A: No matter what role I recruit for, teamwork and collaboration are always skills that are at the forefront of our process. We often have a cross-functional partner on the interview panel so that we can learn if a candidate would be a good collaborator on projects with team members that may have different perspectives and opinions. Every role at the company has an element of working with one or more team members to get your job done, whether that is project-based, building or iterating on a process or helping to rebuild something that is broken, no job is ever a "solo" job. You will always have to work with others, so those skills are discussed throughout the process. We will ask questions in the interview process to make sure we believe a candidate's ability to work well with others is strong and a match for our company. We ask questions around their examples of working with a challenging partner, where there was friction, of working with a client or manager who they didn't agree with or there was a communication issue - and we ask how they overcome those challenges. Through their answers we can learn how they communicate, problem-solve and find a path forward in troubling or challenging scenarios.  

Q: What can afterschool programs do to help youth develop these skills?

A: Programs that are centered on team building, where participation from everyone is required, are important. Learning to listen to each other and understand that more minds are better than one to get a job done. This can be done in a variety of ways but would be best practiced in brainstorming and collaboration-based projects or work. Everyone has a different approach to coming up with ideas and executing and learning how to listen to each other. Learning how to move forward together is a great skill to learn. 

MORE ABOUT...

Kanita Fuller

Kanita Fuller is a seasoned talent acquisition professional and currently holds the title of Senior Business Recruiter at Perplexity AI. She has over 12 years of experience across corporate staffing. Her work spans recruiting for all functions of a business and aligning recruitment with growth initiatives in the tech and services sectors. She currently operates in the San Francisco Bay Area.

Perplexity AI, Inc. is an American privately held software company offering an AI-powered web answer engine designed for research and real-time fact-checking with cited sources. It processes user queries and synthesizes clear, conversational responses using large language models and real-time web search. Perplexity provides answers based on current internet content with embedded citations, and is available as a free public product with a paid Pro subscription that unlocks more advanced models and features.

Best of 2026 from Temescal Associates and The How Kids Learn Foundation

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 2026, January through June. 

FAVORITE BLOGS: 

• ICE Raids Are Affecting Children—And What Youth Programs Can Do?
• New Survey Reveals Uncertainty Among Afterschool Program Providers
• Can AI Help Youth Workers?
• Ensuring That Program Staff Are Ready to Address Youth Mental Health Issues

GUEST BLOGS: 

• How to Help Teens Overcome Anxiety About Climate Change
• Another Argument for PBL: It Promotes Curiosity

• Summer Learning Meets the LIAS Principle 

INTERVIEWS: VOICES FROM THE FIELD

• Voices From the Field: Youth-Led Hunger Initiative at Lansingburgh Boys & Girls Club
• Voices from the Field: SF STEAM Academy
• Voices from the Field: Sally Baker from The Institute for Arts Integration and STEAM

BRIEFING PAPERS: 

• Food Insecurity and Afterschool Programs
• Tapping Into Young People’s Innate Curiosity
• Reading Buddies: Promoting Literacy and Community Engagement

WEBINAR RECORDING:

• A Virtual Site Visit to the Long Beach Youth Institute

Voices from the Field: Youth Activist, Hadley Gray

Source: Hadley's Hope

By Sam Piha

We first learned about Hadley Gray from an article by Giving Tuesday, which we posted last week. She was profiled because she helped organize a blood drive as a fifth grader, and saw something powerful: people showing up to help complete strangers, simply because they could. 



Today, she is the founder and director of Hadley’s Hope foundation, a compassionate nonprofit dedicated to raising awareness and providing vital support and she’s helping create those same opportunities for others. Through community blood drives, Hadley is showing others that giving back doesn’t always require money — sometimes it simply requires the time, care, and a willingness to step up for your community. 

We interviewed Hadley to learn more about organizing blood drives, building partnerships, and how youth-led generosity can create real impact. 

Q: What inspired you to serve others as described in your blood donor article?

A: What first inspired me to get involved with serving my community was my mom, when I was about 4 years old. She was always involved in helping organize charity races for people battling cancer. Before the races I would help put the raffle boxes together and the day of the race I would work the raffle table and hand out water bottles to the runners. When I got older, I had ideas of things I wanted to do for the community. Each event or thing I do for my community is inspired by something I have seen or heard. I listen to what our community needs and see how I can help. 

When I was in 5th grade I was involved with the National Junior Honors Society. The leader in charge of the group always organized a blood drive that was held in our gym. The NJHS students were to help check in the donors for the blood donation company. I remember how easy it was for the community to sign up and come donate blood, it was always busy. We live farther out and at the time there weren’t any blood donation companies located out in our area. As I got older, I heard on the radio that the hospitals were short on blood, they said it was a critical shortage. I remember how simple it was to set up a blood drive, so I started contacting different companies until one called me back and we were able to plan my first blood drive.  

Q: Most afterschool programs are school-based. How should people partner with schools if they are interested in sponsoring a blood drive?

A: From my experience with the schools here in Arizona, you have to first email administration. They generally then ask you to partner with a school club. Most of the time they will recommend a specific club that would likely want to partner with you. Then you would contact them to see if they would be interested in partnering up and make sure you give them all the details. Normally there are no issues.  

Q: If a person under 18 wants to participate in a blood drive, do they need parent permission?

A: People 16 and older can donate blood. They require all 16 year olds to get a form signed by their parents. There are 7 states that require parental permission for 17 year olds; Arizona, Colorado, Idaho, Montana, Utah, Washington and Wyoming. 

Q: If afterschool leaders want to learn more on how to sponsor a blood drive, can they contact you at your foundation?

A: Yes, I’m more than happy to help with what I can. I can be reached at hadley@hadleyshope.org.

MORE ABOUT...

Hadley Gray

Hadley Gray is the founder of Hadley’s Hope and a GivingTuesday Spark Leader. She’s helping create those same opportunities for others. Through community blood drives, Hadley is showing others that giving back doesn’t always require money — sometimes it simply requires the time, care, and a willingness to step up for your community.

 

Hadley’s Hope, led by Hadley herself, is a compassionate nonprofit dedicated to raising awareness and providing vital support. They organize donation drives, fundraising events, and numerous community initiatives, from aiding the homeless with water drives to brightening the days of hospital children with stuffed animals. Additionally, they support foster youths with college dorm packages and run programs like the "Giving Tree" in schools. Their unwavering commitment to kindness shines through in all they do, making a profound impact on countless lives.

How Hadley Gray is Mobilizing Youth-Led Blood Drives

Source: Giving Tuesday

Guest Blog by Giving Tuesday. This article originally was published on Giving Tuesday. 

When Hadley Gray first helped organize a blood drive as a fifth grader, she saw something powerful: people showing up to help complete strangers, simply because they could. 

Today, as the founder of Hadley’s Hope and a GivingTuesday Spark Leader in the United States, she’s helping create those same opportunities for others. Through community blood drives, Hadley is showing others that giving back doesn’t always require money — sometimes it simply requires the time, care, and a willingness to step up for your community.

With World Blood Donor Day,  June 14, her story is a reminder of the impact that one person can have when they choose to take action.

We spoke with Hadley about organizing blood drives, building partnerships, and how youth-led generosity can create real impact. Q&A with Hadley Gray, Founder of Hadley’s Hope and GivingTuesday Spark 

Q: What inspired you to start organizing blood drives?

A: When I was in 5th grade with the National Elementary Honor Society, we organized blood drives and I saw firsthand how impactful they were. They didn’t cost anything, yet people always showed up ready to help.

Now, as a GivingTuesday Spark Leader, my goal is to find ways to give back that don’t involve money or the pressure of asking for it. I want other youth to know you don’t need funds to make a difference. Giving shouldn’t be limited by money; it should be accessible to everyone.

That’s why blood drives stand out to me. They’re simple to organize, bring people together, and have a real life-saving impact without costing a thing.

Q: For someone who has never organized a blood drive before, where should they start?

A: They should start by reaching out to blood donation organizations like the Red Cross or Vitalant through their websites. Each organization has information on hosting a blood drive and how to connect with a representative in your area.

Vitalant’s representative emailed me back within a few days, while it took the Red Cross a couple of weeks to contact me. If you already have a date in mind, I recommend starting months in advance to give them time to respond and coordinate availability.

Once you choose a blood donation company, the next step is finding a location. Reach out to schools, community centers, churches, or local businesses to see if they’re willing to help host. This is the fun part — think outside the box because you never know what place will say yes. There are many people out there who want to help make a difference.

Q: What were your first steps in getting your blood drive off the ground?

A: Besides choosing a blood donation company, the first step was finding the right location. We had to make sure it worked with the blood donation mobile unit and met all the requirements, including access to a bathroom for the staff.

After that, we confirmed dates and times that worked for both the host site and the blood donation company. We also made sure everyone stayed on the same email chain so that if anything changed, everyone knew at the same time.

Source: www.pexels.com

Q: What are the key things you need to successfully organize a blood drive?

A: The biggest key is having a strong partnership with open communication between the host site and the blood donation company. 

You also need a good location with enough space for the mobile unit if the drive is outside, or a large conference room if it’s indoors. Parking for donors and staff is important too. An easy appointment system that works for all age groups also makes a huge difference.

Finally, community support and involvement are essential. Encouraging friends, family, and local organizations to invite others to donate, spreading awareness on social media, and hanging flyers around local businesses all help make a blood drive successful.

Q: Who did you partner with, and how did you build those relationships?

A: We partnered with Vitalant mostly because they contacted us first. During our first year, we discovered that the owner of Team 4 KIDS, our host site, and the Vitalant representative were already friends, which helped strengthen the relationship.

We continued building that partnership through constant communication and by always including Team 4 KIDS in conversations and updates. After our first event, Vitalant started reaching out annually to ask if we wanted to organize another blood drive around the same time each year.

Q: How did you spread the word and motivate people to donate or get involved?

A: Vitalant makes advertising pretty easy by providing marketing materials we can hang at the host site and around the community. Local businesses like coffee shops also allowed me to post flyers.

They also send digital materials we can use on social media. To encourage participation, Vitalant offers donor incentives like gift cards, symphony tickets, and entries into larger prize drawings.

On the day of the blood drive, I stand outside the mobile unit talking to people passing by, letting them know there are open spots and helping them sign up.

Q: What helped make your blood drive feel exciting, welcoming, or meaningful?

A: We stand outside the mobile unit greeting donors with smiles and helping create a calm, positive atmosphere. People feel more comfortable when those hosting the event are welcoming and available to answer questions. 

Sometimes donors need help with the check-in process, so we walk them through it. We also try to know as much information as possible about the hosting site and the impact blood donation has so we can answer questions confidently.

Many donors are surprised to learn that a youth nonprofit organized the event, and they often stay afterward to ask questions about my nonprofit and how they can support the work.

Q: What impact has your blood drive had so far? 

A: Our first blood drive in 2023 resulted in 19 blood donations, including six first-time donors and two people donating Power Red, which counts as two units instead of one. That drive impacted 63 lives. In 2024, we had 21 total donations. Four people returned to donate again at my event, one donor gave for the first time, and six people donated Power Red. That drive impacted 81 lives. In 2025, we had 19 donors, including five returning donors and three first-time donors. That drive impacted 57 lives. 

Source: Giving Tuesday

Q: What was one challenge you faced, and how did you navigate it? 

A: One challenge was meeting the requirement of keeping a bathroom accessible for the entire duration of the event, since the hosting site normally closed before the blood drive ended.

We didn’t find out about the requirement until just a few days before the event, which meant the host site had to quickly find a solution. Luckily, one employee volunteered to stay later so the bathrooms could remain open for the blood drive staff.

Q: What would you say to a young person thinking about organizing their first blood drive?

A: If a young person told me they were thinking about organizing a blood drive, I would tell them to 100% go for it. I know organizing a blood drive can seem intimidating at first, but blood donation organizations help walk you through the entire process. They take care of many of the logistics, including donor appointments, so your main job is often helping secure a location and spread the word.

My biggest piece of advice is to connect with a blood donation organization early, especially if you have a specific date or location in mind. Planning ahead gives everyone more flexibility and helps ensure your drive is set up for success. One whole blood donation saves three lives, so the impact your blood drive can have on your community is bigger than you can imagine.

With World Blood Donor Day coming up on June 14, it’s a great reminder that anyone can make a difference. Whether you donate blood, volunteer at a drive, or organize one yourself, small actions can have a lasting impact on the lives of others. 

MORE ABOUT...

Hadley Gray is the founder of Hadley’s Hope and a GivingTuesday Spark Leader in the United States, and she’s helping create those same opportunities for others. Through community blood drives, Hadley is showing others that giving back doesn’t always require money — sometimes it simply requires the time, care, and a willingness to step up for your community.

Hadley’s Hope, led by Hadley herself, is a compassionate nonprofit dedicated to raising awareness and providing vital support. They organize donation drives, fundraising events, and numerous community initiatives, from aiding the homeless with water drives to brightening the days of hospital children with stuffed animals. Additionally, they support foster youths with college dorm packages and run programs like the "Giving Tree" in schools. Their unwavering commitment to kindness shines through in all they do, making a profound impact on countless lives.

Vitalant is one of the nation’s largest nonprofit blood and biotherapies healthcare organizations, providing hospitals and patients across the U.S. a safe blood supply. Vitalant’s mission is to unite blood and biologics donors, talent, and innovation to save and improve lives. They aspire to become the nation’s most innovative and inclusive blood and biotherapies partner.