COVID and Afterschool: Long Term Effects

Source: Good Morning America

By Sam Piha

When the COVID-19 pandemic struck in 2019, many of us thought that this would only last a couple weeks. For some time, we thought of it as an acute crisis, as opposed to a chronic crisis. When communities were locked down and schools were closed, our views changed. Afterschool programs quickly pivoted to ensure that their youth and their families received food, supplies and needed resources for learning.

Recently we surveyed 37 afterschool leaders (directors, coordinators, trainers, etc.) to learn more about how afterschool programs were affected by the pandemic over time. We asked two questions: “How has COVID-19 changed your afterschool program?” and “Do you think these changes are permanent?”

Below we offer a summary of what we learned and cite some direct quotes from respondents. 

Negative Impacts

Many responded that the pandemic created a staffing shortage (over 59%) and resulted in a reduction of afterschool services and attendance (both 30%). They reported other negative impacts on their programs, including

• the elimination of field trips, 
• decrease in budget and volunteer resources, 
• decreased connection with the community, parents, and youth, 
• increase in participant waitlists, 
• increase in the need for SEL services, and
• staff burnout.

Source: www.ibcces.org

"It has increased our waitlist significantly, which wouldn't be quite as severe, but hiring has been increasingly difficult and I need to open another class, but I can't find anyone to hire. Without staff I have to keep 20-22 kids on the waitlist that would otherwise be enrolled." – Afterschool Program Coordinator, California

"Covid protocols have changed the family interaction with our program as we have not been able to hold our in-person family events." – Afterschool Program Administrative Secretary, California

Source: Middlesex YMCA

The negative impact on schools included a shortage of teachers, substitutes, and school-bus drivers. The negative impact on youth included 

• loss of school and peer relationships, 
• fear of COVID, and 
• learning loss. 

"COVID has shifted our focus to social and emotional support to students throughout the school day, especially in their classrooms and during non-structured times like lunch. Intentional community building is a big part of this kind of support -- with school-wide activities and initiatives to promote a sense of well-being. We are using contract funds to bring in mental health clinicians to support both students and families." – Afterschool Program Director, California

They also reported negative impacts on families, including family relationships and an increased demand for afterschool programs.

"COVID-19 has created a demand from families for after school care, families need a safe place for their children to be while they work. Families have more needs, not only for children to be safe after school, but for a place that is able to provide supper/snacks, assistance with homework and before school care as more and more families begin to work either graveyard or 2nd shifts in places of employment. Before and after school care programs offer many families working in education the ability to drop off their children at their own schools where they work." – Afterschool Program Staff, California

Positive Impacts

Many also reported positive impacts including a stronger relationship with host schools and a greater appreciation among parents and educators regarding the support offered by afterschool programs.

"The families in the community are coming to realize how important after school programs are for them to be able to have a safe place for their children." – Afterschool Program Coordinator, California

"When the pandemic started and schools were closed, the afterschool coordinators were key players on making sure the families received information and schools knew what families needed to support learning at home. From there, the leader’s roles changed to case management and technology ambassadors. We partnered with the district and other CBOs to ensure the families could have their basic needs met. These actions strengthened our relationship with teachers, school administrators and families." – Afterschool Program Director, California

"We developed more flexibility and creativity in delivering programs and serving our students. Our adapting to create and provide a large number of valuable virtual classes was greatly appreciated by students, parents, and school administrators." – Afterschool Provider, California 

Permanent?

When asked if these impacts were permanent, most thought they would eventually fade, but not for 2 or more years.

"I am hopeful that these impacts are not permanent, however, I expect it to take roughly 2 years to get back to where we need to be." – Afterschool Program Director, California

"I don't think that these negative impacts will be permanent. However, I do think that, academically, it will take a considerable amount of time to get these students back up to grade level. Emotionally, it may take years for these kids to recuperate from having a stifled social life due to the pandemic." –Afterschool Program Coach, California

YOU CAN SAY THANKS!

When the COVID-19 pandemic struck in 2019, we gained a new understanding of why afterschool workers are essential workers. Over the last two years, afterschool programs have pivoted to meet the new needs of schools, youth and their families. Afterschool Professionals Appreciation Week (April 25 – 29, 2022) is a perfect time to say “thanks” to afterschool workers. 

Begin planning how you will celebrate and acknowledge afterschool programs. To learn more, access talking points and a communication toolkit, go to https://naaweb.org/ideas.

The Well-Being of Adolescents During COVID-19

Source: www.cdc.gov

In our work with young people, it is important that we think about the many ways they may have been impacted by COVID-19. According to the Centers for Disease Control (CDC), "Coronavirus disease (COVID-19) can affect adolescents directly and indirectly. Beyond getting sick, many adolescents’ social, emotional and mental well-being has been impacted by the pandemic. Trauma faced at this developmental stage may have long-term consequences across their lifespan."

The CDC offers several briefing papers on how the pandemic has impacted the mental health of young people. They offer 4 papers by age group. Below we include excerpts from Social, Emotional, and Mental Well-being of Adolescents during COVID-19. You can read the complete paper here.

CHALLENGES

Change in Routines- In addition to everyday steps to prevent COVID-19, physical or social distancing is one of the best tools we have to avoid being exposed to the virus and to slow its spread. However, having to physically distance from someone you love – like friends, boyfriend or girlfriend, family or your worship community – can be hard. Adolescents may struggle when asked to change their social routines – from choosing to skip in-person gatherings, to consistently wear masks in public settings. It is important for adults to help adolescents take personal responsibility to protect themselves and others, as well as support them in safely taking time to connect with friends and family remotely. 

Break in Continuity of Learning- School closures due to COVID-19 have meant that adolescents have been participating in learning from home. Online platforms and communities have become essential, as families turn to digital solutions more than ever to support students’ learning. Unfortunately, the immediate need for virtual learning environments brought to light inequity in resources, access and connectivity across families and communities. School closures have also meant a break in access to some essential developmental services like occupational, behavioral, or speech therapy. It could also have impeded continuity in adolescents’ development of athletic or hands-on vocational skills, with potential impacts on their higher education and professional future. It is important to understand how virtual learning could make learning increasingly challenging for students with limited resources or special needs. Moreover, some children may experience anxiety about going back to school in-person or virtually. Some may also experience fatigue from online video conferencing— commonly referred to as “zoom fatigue .” 

Break in Continuity of Health Care- Parents may have avoided seeking health care for their adolescents due to stay-at-home orders and may continue to do so because they are afraid of getting sick with COVID-19. This includes important well-child visits, immunizations and oral health care. Additionally, school closures have impacted many adolescents’ ability to receive mental health, speech therapy and occupational health services on campus. It is important to ensure adolescents receive continuity of health care, including continuing mental health, occupational and speech therapies (e.g. via telehealth), and receiving vaccines – including COVID-19, when it becomes available.

Source: www.cdc.gov

Missed Significant Life Events- Physical distancing can feel as if one is placing life on hold. The truth is that the clock keeps ticking. Birthdays, graduations, proms, homecoming, vacation plans, births and funerals are just a sample of the many significant life events that adolescents may have missed experiencing during COVID-19. Social distancing, stay-at-home orders and limits to gatherings have affected their ability to gather in person with friends and family to celebrate or grieve in typical ways. Grief is a normal response to losing someone or something important to you. It is important for family and friends to help adolescents and alternate, creative and safe ways to connect and support each other at a distance. 

Source: www.cdc.gov

Loss of Security and Safety- Job loss and lost wages affected the household income of many adolescents’ families during COVID-19. Economic insecurity is consistently linked to adverse development, academic achievement, and health outcomes. It may affect adolescents’ ability to consistently access healthy foods, safe transportation and housing. Mounting economic stressors can increase their risk for exposure to violence. Along with stay-at-home orders during COVID-19, some adolescents may have been increasingly exposed to abuse and neglect, intimate partner violence at home, and sexual violence. Their increased online activity also puts them at increased risk for online harms, such as online sexual exploitation, cyberbullying, online risk-taking behavior, and exposure to potentially harmful content. It is important for parents and other prosocial adults to maintain a trustworthy relationship and open communication with adolescents, watching for behavior changes that may signal distress.

WHAT CAN YOU DO?

Recognize and Address Fear and Stress- Adolescence is a time of big changes. Adolescents can be particularly overwhelmed when stress is related to a traumatic event, expressed as excessive worry or sadness, unhealthy eating or sleeping habits, and difficulty with attention and concentration. Adults can provide stability and support to help them cope, as well as facilitate access to professional help and distress emergency hotlines, as needed. 

Source: www.news-medical.net

Teach and Reinforce Everyday Preventive Actions- There are actions we can take to protect others, prevent getting sick and slow the spread of COVID-19. Encourage adolescents to be good role models— if they wash their hands often, stay at least 6 feet apart from others, and wear their masks in public spaces to help protect themselves and others, then younger children – and even their peers – are more likely to do the same.

Help Keep Adolescent Children Healthy- Teach adolescents the importance of taking care of their health. Engage them in scheduling routine check and immunizations visits. Ensure continuity in their mental health and occupational health care. Encourage them to eat healthy, drink water – instead of sugar sweetened beverages – for strong teeth, be physically active, or learn something new. It can help them stay healthy and focused.

Help Adolescents Stay Socially Connected- Encourage adolescents to reach out to friends and family via phone, video chats, social media, or even via video games. Schools may have tips and guidelines to help support their social and emotional needs.

Steps to Help Provide Stability and Support to Adolescents

• Maintain a normal routine
• Talk, listen, and encourage expression
• Give honest and accurate information
• Teach simple steps to stay healthy
• Be alert for any change in behavior
• Reassure adolescents about their safety and well-being

RESOURCES 

• Explore different types of resources available to help support young adults’ social, emotional and mental well-being during COVID-19 and beyond. 
• CDC’s COVID-19 Parental Resource Kit: Ensuring Children and Young People’s Social, Emotional, and Mental Well-being can help support parents, caregivers, and other adults serving children and young people in recognizing children and young people’s social, emotional, and mental challenges and helping to ensure their well- being. 
• Helping Children Cope with Changes Resulting from COVID-19, National Association of School Psychologists (NASP)
• Most afterschool networks and organizations list COVID-19 resources on their websites. Check your local networks. 

Pre-COVID Resources Taking on a New Value

By Sam Piha

Before the COVID-19 pandemic Temescal Associates and The How Kids Learn Foundation created several resources and initiatives that have taken on a new value to the field given the emphasis on distance learning and the lack of opportunities for youth to gain employment. Some of these resources and initiatives are reviewed below. Check them out!

VIRTUAL VACATION: Because afterschool programs are looking for inspiring approaches for virtual/ distance learning, our program guide introducing Virtual Vacation may be just the thing. Virtual Vacation is an academic, cultural, and creativity-based program. It was developed specifically for an afterschool setting and can be utilized through distance learning as well. During a Virtual Vacation, participants virtually travel to a destination or period in history and learn about it through academic and creative components. Participants are enveloped by the culture of the chosen destination through a multitude of activities that also promote positive youth development. Take a look at our Virtual Vacation Guide to inspire your virtual learning planning.

DIGITAL BADGES: Afterschool programs that are offering distance learning are faced with a number of questions. One question is, "how do you incentivize young people's participation?" A second question is, "how do we best acknowledge young people who have completed participation in assignments related to distance learning 'classes'?" The answer may be the awarding of digital badges that can be stored in a digital backpack.

Temescal Associates developed the Center for Digital Badges (CDB) to serve as a clearinghouse for information and research on digital badges. It also offers a number of case studies on the use of digital badges by expanded learning programs and implementation support.

EMPLOYING YOUTH IN AFTERSCHOOL PROGRAMS: We know that many Summer youth employment programs were closed due to COVID-19, as well as many small businesses that traditionally employ young people. Can afterschool programs fill some of this gap by hiring older, school-age youth? 

We developed a briefing paper on employing youth in afterschool programs. The purpose of this brief is two fold: the first is to inform high school afterschool program leaders and stakeholders on policies and guidelines related to employing high school age youth and the use of 21st CCLC funds for compensation. The second purpose of this paper is to document strategies currently being used by California programs to engage high school age youth through work within their afterschool programs. 

Temescal Associates is dedicated to building the capacity of leaders and organizations in education and youth development who are serious about improving the lives of young people. Our clients include leaders of youth serving institutions and organizations, school and youth program practitioners, public and private funders, intermediary organizations, and policy makers. Their work ranges from building large scale youth and community initiatives to providing services to young people on a day-to-day basis. To accomplish this, Temescal Associates draws on a pool of gifted and highly experienced consultants who excel at eliciting the internal knowledge and wisdom of those we work with while introducing new knowledge and strategies that can transform the day-to-day practices that lead to improved youth outcomes.

​The How Kids Learn (HKL) Foundation is a 501(c)(3) organization. It is dedicated to improving the effectiveness of settings that support the education and healthy development of youth. This includes schools and out-of-school time programs. It provides educational and training activities that promote the capacity of organizations that support the education and healthy development of youth. Examples of activities include conferences, speaker forums, screenings of relevant films, training sessions, coaching sessions, the awarding of digital badges to acknowledge exemplar programs and the learning that happens within these settings. Activities also include the development and distribution of educational materials (papers, self-assessment tools, videos, program guides, etc.).

Navigating Summertime Experiences in 2020

By Guest Blogger Dr. Deborah Moroney, AIR

Dr. Deborah Moroney, AIR

Last summer was pretty great. My 13-year-old son took a math class and attended a soccer camp at the local high school, led by the high school team players. My younger son, then age 12, worked stage crew on a youth-led production. Then, in July and August, they went to their favorite place on earth, a YMCA camp in northern Michigan, where they forged lifelong friendships. As the world continues to experience the coronavirus pandemic, this summer will likely be very different, and not just for my children.

As a researcher who has studied out-of-school time experiences, I know just how important these opportunities are for my children and children and youth around the country. Summer is a great time for children and youth to develop and explore their interests—and have fun.

Summertime experiences usually include both structured and unstructured time for learning and development. Structured opportunities include day and residential camps, such as district-led summer learning programs, and specialty camps like the ones offered by the Serious Fun Children’s Network. Children and youth also participate in programs on nature and science, technology, engineering and math (STEM); summer school, where they catch up on or dive deeper into core subjects; and sports and recreation programs for physical activities. For older youth, Summer Youth Employment Programs provide practical experience that they can draw on as adults.

Source: AIR

In a typical summer, the demand for structured summertime experiences far outweighs the availability. For youth who live in poverty and/or in rural areas, these issues of access are even greater. This year, when the coronavirus has had a significant effect on our daily lives, summertime programming is a question mark both for families and program providers.

Whether summertime programs can open and operate this summer depends on where they are located, the policies of their parent organizations, and their budgets, which dictate not only what they can offer but also their staffing and other operational necessities. Seasonal hiring by organizations operating summertime programs is risky at best this year.

Many organizations offering summertime programming are dependent on fees or per-participant reimbursements and have been experiencing financial uncertainty during this time. Some organizations have faced the challenge of having to keep select programs open for children of essential workers, while also furloughing significant numbers of staff. Public agencies’ budgets are also tight, and many major jurisdictions have proposed funding cuts to Summer Youth Employment Programs. One bright spot is that corporate sector philanthropic investors—like JP Morgan Chase, a longtime supporter of summer youth employment programs—remain committed financially to quality summertime offerings.

Source: www.clickorlando.com

Support and Resources for Summertime Program Providers
In the midst of these challenges and the general flux of what this summer might be like across the country, here are some resources for those who intend to provide summertime programs in-person, online, or in a digital format.

• Federal re-opening guidance from the Centers for Disease Control and Prevention. All summertime programs should adhere to these standards.
• Tip sheets on summertime programs and camps from national organizations like the National Summer Learning Association and the American Camp Association.
• Evidenced based-strategies, such as those included in this toolkit, so that both summertime programs and schools can ensure all young people have opportunities to learn and develop. Summertime is a critical time for learning and development, now more than ever, and partnerships between summer programs and schools are key. 
• A list of hands-on activities for children and youth included in this toolkit from 4-H, which is aimed at helping both parents and summertime program providers.
• State level guidance on summer programs through your local Statewide Afterschool Network. For example, the Georgia Statewide Afterschool Network is leading a multi-state project to create a toolkit that will help afterschool professionals support participants’ learning and development.
• Various resources and support at the city level, such as through organizations like Boston Afterschool and Beyond. In a webinar, Chris Smith, president and executive director of that organization, and I shared findings from the National Academies of Sciences, Engineering, and Math report on summertime experiences. We also had a candid conversation about how COVID-19 will affect summertime experiences in Boston.

...........................................
Dr. Deborah Moroney is the Managing Director, American Institutes of Research (AIR). She specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She's written practitioner and organizational guides; co-authored the fourth edition of “Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs,” a seminal afterschool resource; and co-edited Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students and Social and Emotional Learning in Out-of-School Time Foundations and Futures.  Presently, Dr. Moroney serves as the principal investigator on national studies of afterschool initiatives.

Promoting Youth-Adult Partnerships in the Era of COVID-19

By Sam Piha

Jessica Tseming Fei, Deepa Sriya Vasudevan and Gretchen Brion-Meisels served as editors of At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings. We interviewed them to ask about the forming of youth-adult partnerships in the era of COVID-19, social distancing, and distance learning. Their responses are below. (Note: In a future blog we will hear from them on their new book and more about youth-adult partnerships.)

Q: We know that one of OST’s superpowers is promoting positive adult-youth partnerships. With school closures and social distancing, promoting relationships can be very difficult in the era of distance learning. Can you comment on this?
A: Relationship-building in the era of distance learning can definitely be challenging. When we are physically apart from each other, maintaining a sense of togetherness with others requires intentional and robust efforts. This type of effort is necessary, though, for OST programs to continue playing a key role in young people’s learning and growth. Nurturing our sense of connection to people and places –– that represent community and care –– is essential for our mental health and well-being. Although the work can be daunting, this is an important opportunity for us to explore new ways of being in community and operating as collectives. It does take significant initiative, and perhaps a leap of faith, for adults to bring this sense of possibility in relationships to an online setting. For both adults and young people, it can feel strange and surreal to work closely together outside of the shared physical environments of their OST programs, both in continuing relationships and in starting new ones with summer programming.

Yet, with a lot of checking in (individually and with one another) about our experiences and how we can show up for one another, our relationships can become even more responsive and resilient. With creativity and commitment, the principles and practices of relationship-building that anchor our in-person OST settings can be translated into the virtual space. We’re confident that the promotion of relationships can remain a superpower of OST, and become an even more meaningful and purposeful part of our work.

Source: Alyssa Liles-Amponsah

Q: Given the difficulty of developing partnerships between youth and adults when they are interacting remotely, which children are at greatest risk?
A: In some ways, this time mirrors and exacerbates issues of access already happening in programs and schools. Having individual phones, laptops, and reliable internet connection, for example, are critical for continued relationship-building, and there are systemic discrepancies in access when it comes to these utilities.

In this particular time, many children and youth have parents who are essential workers - in healthcare, food, and sanitation. Older youth have had to step up in their caregiving responsibilities to younger siblings and may not feel like they have time to engage in synchronous structured programming or activities. At the same time, they may desire the routines and community that OST spaces provide. As educators, we have to recognize where we fit into the ecosystems of care right now, know that we might play a role in providing essential services, and also honor our roles as social and emotional support providers for our students and their families.

Most young people (and adults!) feel stressed or overwhelmed by the constraints of stay-at-home orders, distancing, and the trauma of lives lost during this pandemic. For youth in particularly vulnerable communities, this can be an even more difficult time, particularly for:  youth with parents working outside the home in essential services or who are themselves working to support their families, youth experiencing mental health issues, illness, and physical disabilities, undocumented and mixed status families who have been excluded from government assistance, queer youth who may not be out or safe at home, incarcerated youth or youth in group homes, youth in uncertain home circumstances (e.g. foster care, domestic violence), and youth of color – particularly African-American youth, whose communities have been disproportionately impacted by COVID-19, and Asian-American youth, many of whom are experiencing increased violence due to anti-Asian racism and xenophobia.

Source: YMCA of Greater Long Beach

Q: Can you state any strategies that programs are using to maintain and promote relationship building (adult-youth, youth-youth) in the era of COVID-19 restrictions? 
A: At Sadie Nash Leadership Project, a community-based youth organization where Jessica serves as Director of Programs, educators have continued to use rituals like opening circles and games to sustain and deepen the interpersonal relationships between youth. Adults and youth engage together with prompts that invite vulnerability and storytelling—grappling together with topics that range from self-care to family life and coping with grief and loss. Group activities--for example, mindfulness activities, feminist fashion shows, and singing games--continue to create a sense of joy and healing that strengthens the bonds between individuals.

In addition, there are many ways to take collective action while socially distanced, and the processes around these actions can further fortify relationships and solidarities between groups. Throughout Sadie Nash programs, educators facilitate project-based work through which young people can enact their own visions, with support from peers and adults.

Recently, Sadie Nash has leveraged youth-adult partnerships to facilitate wellness events for LGBTQQIA+ college students and communities of color, develop awareness campaigns about the impacts of COVID on youth in foster care and on people experiencing domestic violence, and conduct outreach via social media about the Census. The organization has also expanded relationships by doing more parent/family engagement--offering support to whole households through workshops on financial planning, intergenerational game nights, and small grants that provide emergency financial assistance for basic necessities such as food, groceries, and rent. The overarching strategy has been to lean in to the program’s embeddedness in community--staying present in this collective experience, attuned to the differences in vulnerabilities, and rooted in the values that have long guided the organization.

We are encouraged by the flexibility and nimbleness of OST educators in response to this moment, and by the commitment to partnership-oriented relationships with young people that we have seen. At the same time, we recognize that OST educators and community-based organizations are particularly vulnerable right now, often providing significant physical and emotional labor without having the financial security that should accompany this. Keeping this in mind, we hope that funders understand their role in offering financial continuity and stability for programs that foster partnership. We also hope that adult program staff make intentional space for honest conversations, affirmations, and ongoing team building to buoy one another. For adults, supporting and caring for each other more holistically in these uncertain times can model the kinds of positive relationship-building we aspire to with our young people.
_____________________
MORE ABOUT...
Jessica Fei is the Director of Programs for the Sadie Nash Leadership Project. As an educational researcher and practitioner, she seeks to center the voices and leadership of youth, and to build relationships and communities grounded in authentic care.

Deepa Vasudevan is a visiting lecturer in education at Wellesley College, whose research focuses on the occupational identities and expertise of community-based youth workers, constructions of care work in education, and youth engagement in out-of-school learning experiences.

Gretchen Brion-Meisels is a lecturer at the Harvard Graduate School of Education, whose work draws on critical participatory action research approaches to understand how schools and communities can become more equitable and loving spaces.

Afterschool Program Changes Due to COVID-19

By Sam Piha

Temescal Associates and The How Kids Learn Foundation developed a survey to learn how afterschool programs were adapting to new COVID-19 developments. The survey was issued on March 25, 2020 and was closed on April 9, 2020. We received 304 responses and below offer an executive summary of the findings. In the parenthesis, we cite the percentages or the actual count of responses. You can find a link to the survey executive summary and the full report with detailed chart and listings of the responses.

PERCENTAGE OF PROGRAMS THAT ARE CLOSED DUE TO COVID-19: 91%

STAFFING EFFECTS: Most program staffing has been negatively effected due to COVID-19. Effects include: staff working from home (66%), lay- offs (20%), re-assignment of duties (17%), furloughed (20%), reduced staff/ hours or no work (9%) and other (9%).

• My three full-time workers including myself work from home my other 30+ workers are not getting paid right now.
• Staff have been offered the opportunity to work from our main office in separate spaces for the 8 sites maintaining safe social distancing.
• Clubs have reduced staff but are still providing virtual learning to youth. 

If staff received re-assignment, they were re-assigned to work from home (15%), or to provide emergency services (8%). Other responses included re-assignment to youth group homes and crisis centers, distributing youth activity packages, and creating virtual or online materials. Respondents were asked by what percentage their staff was reduced. Their responses were 0-25% (27%), 26-50% (13%), 51-75% (11%) and 76-100% (48%).

We asked respondents how long they could survive while retaining staff. Their responses were: less than a month (17%), 1- 3 months (50%), 4- 6 months (8%), through the end of the school year (19%) and 6 months or more (6%).

REASSIGNING STAFF TO PROVIDE CHILD-CARE FOR EMERGENCY/ ESSENTIAL WORKERS: 28%.

PROGRAMS THAT PROVIDE SICK LEAVE BENEFITS: 66%. The length of sick leave varied: 24 hours (12%), 1-5 days (12%), 6-13 days (25%), 2 weeks (13%), more than 2 weeks (9%) and hours accrued (29%).

PROGRAMS REIMBURSED FOR LOWER PARTICIPATION DUE TO COVID-19: 55%.

STRATEGIES:
TO MAINTAIN STAFF COHESION: Respondents cited communicate through email, text messages, phone calls (30%); communicate thought social media, Zoom conferencing and work emails (33%); engaging with webinars, online meetings, PD and other apps (26%); and daily/ weekly staff check-ins (12%).

• We will begin Zoom meetings this week. We are in constant communication by email and text. My staff have weekly assignment to do.
• We have video conferences to start and end the day. We are also logged into a group chat via Google Hangouts, so we can ask questions/ help one another during the day.

TO CONTINUE STAFF DEVELOPMENT: Respondents cited using online training/ webinars (54%); increased meetings, email and check-ins (6%); engaging in Zoom meetings (13%) and other (15%).

• After School Coordinators are creating weekly professional development (PD) and provide the PD through either zoom or google hangouts. One on One training depending on staff needs.  
• We are using this time for long term planning that we otherwise don't take the time to do.
• We are very fortunate to be an SEL grant site. Our staff will have online virtual training and Zoom sessions that will focus on self- care and they will receive stipend dollars for participating. It will not make up for lost hourly wages, but it will help and we already know the quality and usefulness of these trainings are invaluable.   

TO MAINTAIN CONTACT WITH YOUTH PARTICIPANTS: Most programs are seeking to maintain virtual contact with their youth. Strategies being used include: emails and text messages (17%); engaging on an online platform (19%); engaging with phone calls, social media (Facebook) (28%); sending out mail or activity packets (4%); engaging in Zoom meetings or calls (16%) and other (10%).

• Most of our districts have moved to instructional packets. We have given electronic copies of these to all of our staff. Each program is creating an online platform via Google Classroom and will be hosting live virtual homework help, and we are also working on virtual programming to be offered regularly throughout the week (e.g., interactive fitness classes, pre-recorded fitness challenges, interactive clubs).
• We have been using Parent Square, sending Robo Calls and updating our social media pages.
• Group texts and creating a youth targeted Instagram page. Only program participant youth are allowed to register.    

TO MAINTAIN CONTACT/ SUPPORT WITH PARTICIPANTS’ FAMILIES: Strategies include: engaging on social media, Zoom conferencing, through other websites or updated web pages (26%); phone calls, texts or emails (42%); through food distributing or delivered activity packets (6%) and other (17%).

PROGRAM NEEDS:
IMMEDIATE: Program leaders cited many different needs. They included: to care for staff safety and health (3%); better online options and greater access to technology (9%); supplies (11%); better guidance, information and planning (13%); funding (29%); increased online activities and resources (2%) and other (18%).

• We need to know what will happen with funding and how attendance will be tracked/counted during this time. Not knowing leaves my team with a feeling anxiety and uncertainty.
• Funds to pay staff to develop activities via our virtual platforms. Electronic devices to distribute to students to keep them engaged as 100 % of my students live below poverty.

INTERMEDIATE NEEDS: Program leaders cited many different needs. They included: to care for staff safety and health (5%); more guidance, directions and information (9%); funding (53%); developing greater access to technology (7%); supplies and activity kits (7%); long term plans (6%) and other (7%).

• Computer Literacy resources for parents who must oversee distant learning and external supports to students who may not have access to adults in home to monitor learning.
• Finding strategies to keep our students engaged, motivated, and productive through distance learning.  

LOOKING AHEAD:
TRANSITIONING OUT-OF-SCHOOL WORKFORCE TO PROVIDE ESSENTIAL SERVICES: Program leaders suggested several ideas and concerns. Ideas included: providing childcare to essential workers (4%), offering grocery services (27%), offering delivery services (29%), developing activities, care packages and food distribution (27%) and other (11%).

• Supporting food pantry sites (packing, offloading, meal delivery). Creating activity books/ learning packages for kids to do at home that can be self- guided. 
• Delivery would be nice. Food service for lunches. Working in collaboration with schools to make relevant, interactive fun videos for Club members.
• Our employees do not want to put themselves or their families at risk by transitioning to provide essential services.  

OVERALL IMPACTS FROM THE COVID-19 CRISIS: Program leaders report that staff, youth and their families are very stressed and concerned.

• We are completely shut down and beginning in April we will lose about 170k in monthly revenue if schools remain closed.
• Unhappy stakeholders, children are uneducated at home, many parent(s) DO NOT spend time reading to their children during this crisis because they are out working trying to make ends meet, put food on the table, pay bills, and trying not to get COVID-19 while doing their duty to provide for their family.
• The feeling of uncertainty sits with all of us. My team has been working to create a virtual program/ platform for our students and families, but it's uncharted waters and many of them are discouraged. Stakeholders have been understanding and appreciate that we are trying to innovate and maintain a meaningful connection/support system to our students.

ADDITIONAL COMMENTS: Respondents were asked to provide any additional comments/ changes/ developments to their program.

• Our management team and most of our team members share that they feel we will be stronger and better than ever after this experience. We're committed to our kids and to each other and we'll get through this and be even closer to each other.
• Please share these results with us. I am interested in what others are thinking. This will be good info for our stakeholders. Thanks for asking these important questions.
• We want our infrastructure to remain strong and need flexible funding so that we can nimbly respond immediately when called to serve, amid the crisis or once orders are lifted. We are most concerned with the physical and emotional wellbeing of our families and staff, now, as the pandemic worsens and when everyone reintegrates after this collective trauma.  

ABOUT THE RESPONDENTS:
ROLES: Respondents varied from program staff member working directly with children (26%), manages a single program (33%), oversee 2-10 programs (28%), oversee 11 and up programs (16%), and other (6%).
LOCATION: Most of the respondents were located in California (54%) and Florida (43%). We also received responses from leaders in Texas, Minnesota, Pennsylvania, Michigan, New York, Washington, Virginia, Missouri and Washington DC.
PRIMARY FUNDING SOURCES: CA State ASES (41%), CA State ASSETs/ CCLC (12%), Federal CCLC (19%), private funders (34%), participant fees (12%), city/ local (2%), and other (13%).
NUMBER OF YOUNG PEOPLE SERVED: Respondents represented programs serving 10- 50 (12%), 50- 100 (26%), 100- 200 (21%), 200-1000 (37%), 1000- 5000 (6%), and more than 5000 youth participants (.03%).

FULL REPORT DETAILS: To access a detailed report, including many of the “other- write in” responses, click here.

Teens in the Age of COVID-19

By Sam Piha

Many teenagers have been effected by the COVID-19 crisis including the closure of schools and youth programs. But how are they experiencing this crisis and how are they responding? Below are some examples of how teens are coping during this time.

Source: KALW

YOUTH VOICES
“tbh” stands for “to be honest “. It is also the name of a podcast on KALW that is made by, about, and for teenagers. And for anybody else who wants to hear what's on their minds.

Source: KALW

Many schools are shut down which leaves tens of thousands of students at home, finding ways to learn, to cope, and to find joy. The teenagers who make “tbh" put together a special edition dedicated to life during the coronavirus crisis.

To listen to the full podcast, click here.

Source: KALW.org

HOW TEENS ARE COPING AND CONNECTING IN THE TIME OF THE CORONAVIRUS
Common Sense Media conducted a poll of teenagers, age 13-17, to gather their experiences of the Coronavirus restrictions. Below we offer the key findings and you can read more here.

1. Teens are worried about how the coronavirus will affect their families. (61%) Hispanic/Latino teenagers are especially worried about the financial effects: Nearly nine in 10 Hispanic/Latino teens say they're worried about the impact on their family's ability to make a living.
2. The coronavirus pandemic is making many teens feel lonely. (42%) Girls are more likely than boys to say they feel more lonely than usual (49% vs. 36%).
3. Texting and social media are providing social outlets for teens. 
4. But texting and social media with friends may not be enough. (48%) 
5. The outbreak is bringing many families together. (40%)
6. Teens are connecting to others through a variety of means—even phone calls! The top ways to stay connected to people they can no longer see in person are texting (83%), phone calls (72%), social media (66%), and video chats (66%).
7. The spread of the coronavirus has upended school for teens, with 95% of 13- to 17-year-olds in the U.S. reporting the cancellation of in-person classes at their schools. Black and Hispanic/Latino teens are significantly more likely than White teens to be worried about keeping up with schoolwork. Girls are more likely than boys to say they're worried about keeping up with both schoolwork and extracurriculars.
8. Many teens aren't connecting with their teachers. 
9. Finding space to do schoolwork is a challenge for many teens. (28%)
10. Compared to pre-pandemic times, teens are looking to news organizations for information. (47%)

“Teenagers of color are more likely to say they're worried that they or someone in their family will be exposed to the virus and about the potential economic effect on their family. Hispanic/Latino teenagers are especially worried about the financial effects: Nearly nine in 10 Hispanic/Latino teens say they're worried about the impact on their family's ability to make a living.” - Common Sense Media

YOUTH BREADHEADS 
(Text by KTVU)

Source: BoredBreadHeads on Instagram

Talia is usually a busy teenager in Oakland, Calif. She plays soccer, studies hard and hangs out with friends. Or at least she used to. Her life looked very different before the coronavirus stay-at-home order was issued three weeks ago, upending her life, along with most of the rest of the country. So she and countless others across the country are turning to one of the few hobbies that hasn't been banned: Baking bread.

"I find it so satisfying," the Oakland Technical High senior said. "I have so much time, and I can wait for the dough to rise."

Locked in her home for much of the day, the 18-year-old's kitchen and culinary feats look extremely professional. She said she watches YouTube videos to help her hone her newfound craft. And she's not alone. She and her friends created a BoredBreadHeads Instagram account, where they are sharing photos of their finished products. So far, they've made bagels, cinnamon buns, focaccia, babka and donuts. Their bio reads: "Sum bored teens during q-time."

Source: BoredBreadHeads on Instagram

Clyde, 18, also of Oakland, was baking long before coronavirus shook his world. But now, he's making his own sourdough starter, pretty much out of necessity. "We didn't have any bread in the house and my parents are really resistant to go to the grocery store," he said. "So, if I wanted to make a sandwich, I had to bake my own bread."

Clyde said he has always loved the scientific wonders of turning a bacteria in the air into something that could be nourishing. But now that process is even more significant. "It just shows that not everything out there in the air is dangerous or contagious," he said.

TEEN TRAINING AND EMPLOYMENT

The Town Kitchen, a catering company located in Oakland, Ca provides youth with culinary training and employment. During this time, they are offering home catering and food delivery. Check them out here.

Source: The Town Kitchen

MORE RESOURCES FOR THE TEENS IN YOUR PROGRAM

(From Fab Youth Philly)

"We're excited to share some new resources that have been added to our Virtual Resources for Teens document.  Each week, we are going to add additional resources that are teen-specific. This week we added three new topics and resources on VOTING, HISTORY and COLLEGE READINESS. For some teens, this is a good time for them to learn a new skill. There's also resources for mindfulness and mental health, because we know that this is a stressful and unusual time for everyone."

Online Resources for Remote Staff Development

By Sam Piha

With the COVID-19 prevention efforts, afterschool programs may be looking for resources and ideas that staff could use online and remotely. Below are some no cost resources that we have developed that may be useful.

History of Afterschool in America Documentary:
This 60- minute documentary can be streamed online. We also have related resources, such as a learning guide, that can be used to support staff development.


Learning in Afterschool & Summer Learning Principles:
This short video offers interviews with national afterschool researchers and leaders on the LIAS Learning Principles. It can be streamed online.


Brief Presentations by Afterschool Leaders:
These brief video presentations from prior How Kids Learn conferences (including Shawn Ginwright, Gil Noam, Karen Pittman, Jodi Grant and more) can be streamed online.





Temescal Websites:
We have several websites in which viewers can review and download resources (articles, reports, videos, etc.) These websites include:

• Temescal Associates
• Learning in Afterschool & Summer
• Expanded Learning 360/365 (focus on character development and SEL)
• The How Kids Learn Foundation

For more information contact us at info@temescalassociates.com.