Recent Events of Violence - What Can We Do?

By Sam Piha

Sam Piha

The nation has been rocked by the tragic and violent events of the last two weeks. This includes the afterschool community. In fact, we received an unprecedented number of emails from national and local afterschool organizations offering suggestions and resources of how to deal with the violence we have seen in Baton Rouge, Minnesota, and Dallas. 

It is important that we consider the impact of these events on our staff as well as our youth, and that staff are well-equipped to address the issues if they choose to engage youth. In a subsequent blog post, the LIAS project will offer our own response.  

We reached out to some of our colleagues to respond to a question regarding the role of afterschool and summer youth programs in responding to this unspeakable violence. Below are some of their responses. 

Q: Young people are directly exposed to violence in their community, experience the threat of violence and/or bear witness to horrific violence via social media. Do you believe that afterschool and summer youth programs should, in some way, help young people process their experiences?

Dr. Pedro Noguera,
UCLA

Regardless of whether you teach during the school day or after school, all educators have an obligation to help their students make sense of the violence in our society. The children are certainly aware of it so it is important for them to process and discuss it in a safe and caring setting. Beyond going over the facts related to the incident we must address the moral implications. Violence should never be condoned but to the degree that we can, we should try to understand why it is occurring at such an alarming rate in America today. Silence suggest that violence is "normal" and we must never allow our fear of violence to be interpreted as acquiescence. 

Gina Warner,
National AfterSchool
Association

Events this week have left our small team at the National AfterSchool Association and the members of our community sad, frightened and asking, "What can we do?"

To all who work in this field, our answer is this: Keep doing what you are doing. Keep teaching children that love is greater than hate. Help them understand that violence is never an answer. Teach them to build bridges, not walls. Teach them to love and respect every single person. And above all, keep up the laser focus on developing their skills to acknowledge and manage feelings and use communication, compassion and curiosity to work through adversity.To read more, click here. 

Dr. Gil Noam,
PEAR at Harvard
University

If children and adolescents are coming into their programs with a need to talk, of course, one should reduce stress by letting them know they are part of a group that cares about the well-being of its members, their families, and their communities. But it should be guided by a sense of what the young people need and it will be quite different depending on age and level of stress (if stress is too high, professionals will be needed).

As with any political matter, opinions will vary and there will have to be room for those students who think differently, or don’t want to engage at all. Afterschool and summer programs are not places for indoctrination, but for dialogue, the emergence of diverse opinions in a civic and democratic process in small communities of learning. So there is the issue of reducing trauma and secondary trauma which is best done through a focus on safety and belonging, not necessarily through deep discussions that can arouse more fear. 

And then there is the issue of thinking about racial inequities and the social fabric of our country. Current events should lead us to strengthen both strands. Trauma sensitivity training can help in regard to the first (the PEAR Institute at Harvard can help with that). Simultaneously, we should think about how to increase the dialogue about social and racial equity in all parts of our lives. But that cannot be done without strong parent and community involvement and needs to be respectful of all and stay away from pushing an agenda that would undermine a pluralistic approach to all voices of staff, students and parents. Better for programs not to rush into this, but to be deliberate and planful.

Unfortunately, those problems will stay with us for a while. And the opportunities for afterschool and summer programs are great.

Joe Hudson,
Region 4 Regional Lead

The goal of human services agencies and programs (including expanded learning/out-of-school time programs) is to promote positive youth development and enhance academic and social/emotional welfare of youth. Youth services staff must possess skills and knowledge that enable them to assist others. Due to the nature of the relationship between youth workers and both children and families, I assert we do have an obligation to 1) prevent and remove harms, and 2) weigh and balance possible benefits against possible risks of an action. 

I contend that providing youth opportunities express their feelings and thoughts, fears and hopes, in safe and constructive manners which is age appropriate, and can be facilitated during after school and/or summer programs. However, I feel it’s best done not as stand-alone activities in response to the crises of the day but rather integrated into high quality arts, music literacy, math and other learning activities with appropriate time provided for large and small group discussions including current events. I also support facilitated community meetings to hear from other stakeholders including parents and to share with them approaches being considered to promote a safe and positive learning environment, which acknowledges current challenges and takes constructive action to promote the heathy social and emotional welfare of youth. 

I’m obliged to caution programs that we must also take care to assess and address “Vicarious Trauma” among the youth workers and other staff undertaking this type of transformative work with youth. Every time we interact from a position of compassion, controlling our empathic response with our clients, colleagues, friends or strangers, we are putting ourselves at risk. Vicarious Trauma is what happens to your neurological (or cognitive), physical, psychological, emotional and spiritual health when you listen to traumatic stories day after day or respond to traumatic situations while having to control your reaction. 

Jodi Grant,
Afterschool Alliance

Afterschool programs provide a safe, supportive setting for children and youth, and are often one of the first places youth feel comfortable asking questions, sharing views and expressing emotions on tough issues like violence and racism. For some, program staff are even like extended family. Such supports are all the more important during challenging times, and we are ever thankful afterschool and summer programs are there for our kids. That said, helping youth address violence, fear, grief and racism is a considerable responsibility and can be challenging itself. Thankfully some excellent resources exist, such as PASE’s list of resources for difficult conversations and Dr. David J. Schonfeld’s advice for afterschool educators on nurturing grieving children. Afterschool programs also serve as a sort of “glue” in the community, bringing various community partners together to support youth. Often law enforcement are one of those partners, and are an increasingly vital one. When police and youth get to know each other in a fun, informal setting, they build positive, personal relationships. Those bridges can help break down stereotypes, provide youth with new trusted mentors and build bonds that strengthen communities. 

Lucy Friedman,
ExpandED Schools

Last week's tragedies deeply impact our communities. In addition to expressing our condolences to those touched personally by these events, we want to share our thinking about how best to move forward. After reflection and discussion, ExpandED Schools is committed to taking action that will help play a modest part in a much needed larger effort in our country. To read more, click here. 



Resources recommended by ExpandED Schools:

• Oakland Public Library - Talking to Kids About Racism and Justice: a list for parents, caregivers & educators

• Child Development Institute - How to Talk to Kids About Tragedies in the Media 
• Child Mind Institute - Helping Children Cope with Frightening News
• Kidpower - Helping Children Regain Their Emotional Safety After a Tragedy
• Teaching Tolerance - Teaching About Race, Racism and Police Violence
• Morningside Center for Teaching Social Responsibility - Teaching about Controversial or Difficult Issues
• Parent Toolkit - How to Talk to Your Kids About Shootings and Terror
• PBS Parents - Talking to Kids About News
• Stonehill College - Teaching about Race and Criminal Justice

Afterschool Leaders Look to 2016

By Sam Piha

Sam Piha

We asked a number of afterschool leaders two questions:

• In looking ahead to 2016, what do you see as the important emerging trends in expanded learning programs?

• Looking ahead to 2016, what do you see as the most significant challenge facing the field of expanded learning?  

Below are their responses to our questions. 

EMERGING TRENDS IN EXPANDED LEARNING PROGRAMS

Lucy Friedman,
President of ExpandED Schools

Lucy Friedman: We see two important trends emerging in expanded learning time programs. One is striving for increased collaboration between teachers and after-school educators so that expanded learning time builds on lessons learned in core subjects and students can approach subjects from multiple learning modalities. The other trend is an increased focus on social-emotional learning. Community organizations and after-school educators have long been focused on these youth development principles. We are pleased that school leaders and education change-makers are also now giving greater attention to it. 

Alison Overseth,
Executive Director,
Partnership for After School
Education

Alison Overseth: 
Quality, quality, quality.  We cannot take our eye off the investment it takes to do this work well...and if we are not doing the work at a high quality level we will not achieve desired outcomes and will not be providing the opportunities all children deserve.

Increasingly sophisticated content areas (STEM, Global Learning, e.g.) require inquiry-based learning...more focus on how to prepare the adults in children's lives to do this well.

It's past time to break down the unnatural silos of cognitive and noncognitive learning.  Schools need to learn from youth developers and youth developers from schools -- optimally we will see increasing investment in joint professional development and professional exchanges.

Jodi Grant,
Executive Director
Afterschool Alliance

Jodi Grant: I think STEM and Physical Activity will continue to be important. I am also hopeful that there will be a growing focus on social and emotional learning/skills and professional development. I think giving the valuable youth and child development principles more importance in valuing and evaluating programs.

Jane Quinn,
Vice President,
Children's Aid Society

Jane Quinn: Important emerging trends:  More receptivity on the part of schools to social and emotional learning as a valid (and desired) goal of Expanded Learning Program; continued emphasis on, and funding for, STEM programs; increased emphasis on college prep and retention.

Bill Fennessy,
Director of Community
Engagement,
THINK Together

Bill Fennessy:  Career and Work Based Learning programs. It is important that we have different versions for Elementary School, Middle School, and High School.










MOST SIGNIFICANT CHALLENGE FACING THE FIELD OF EXPANDED LEARNING 

Lucy Friedman: One challenge facing the field of expanded learning is ensuring that people outside the field understand what is meant by the term. ‘After school’ was easily defined (though, often misperceived as simply child care.) But ‘expanded learning’ is not as ubiquitously understood. Practitioners of expanded learning time may have variations in their definition based on differences in models.

The challenge facing both the after-school and expanded learning movement is that too many educators, funders and policy makers seek a quick fix and judge the quality of a model by standardized test scores alone. But the reality is that success can come in many forms. In the desire to close the achievement gap, there's too much emphasis on test prep and not enough focus on the life-enriching activities that foster curiosity, instill confidence, and ultimately lead to a passion for learning. Research, and anyone who’s ever watched a kid grow up, tells us that these characteristics are critically important for a successful adulthood.

Alison Overseth: There is currently often a disconnect between broad policy initiatives and implementation into good practice. Practice needs to better inform policy, and policy must include the investment required to change, strengthen and sustain new or expanded programs. The best ideas in the world will work or fail based on an adult's (or community's) interaction with a child.

Jodi Grant: Funding is a constant issue. At best it is stagnant in most places, but budget cuts are rampant and costs continue to rise for programs – especially labor costs. We also need to keep educating.

Jane Quinn: Serious funding concerns, especially at the Federal level— how will the ESEA reauthorization impact the intent of the afterschool movement and the 21st Century CLC funding? 

Bill Fennessy: The rising cost of everything with 10 year old funding levels. More specifically, how will we address the rising cost of labor, given the changes in the minimum wage? 

Looking into the Future: Words of Important Afterschool and Education Leaders

By Sam Piha

Sam Piha

To welcome in the new year, we posted a blog asking a number of afterschool leaders, "Looking into the future, what do you believe are the most important challenges and opportunities facing the afterschool movement?". Below is part 2, where we share responses of other afterschool leaders. 

Lucy Friedman,
President
The After School Corporation

"The challenge facing the after-school movement is that too many educators, funders and policy makers want to judge its quality by standardized test scores alone. And in the desire to close the achievement gap, there's too much emphasis on test prep and not enough focus on the life-enriching activities that foster curiosity, instill confidence, and ultimately lead to a passion for learning. Research, and anyone who’s ever watched a kid grow up, tells us that these characteristics are critically important for a successful adulthood." 

Pedro Noguera
Professor of Education
New York University

"The biggest challenge facing the afterschool movement involve equity; equity in access, equity in the quality of what is provided to children, equity in the skills and training of those who provide services to children.  Lack of equity is ultimately the critical factor driving disparities in learning outcomes (i.e. the so-called achievement gap), and it is manifest in the afterschool sector as well.  Access to high quality afterschool programs could also play a decisive role in reducing educational disparities but this will only occur if we remain vigilant in advocating for equity in the sector.  Clearly, it's not good enough for afterschool educators to do good work.  We must be sure that access to good, stimulating learning experiences are available to all children, regardless of where they live, what language they speak, who their parents are, or how much money they earn. This is really the civil rights issue of the 21st century.  The question we must ask ourselves is: how can each of us play a role in advancing equity in the communities where we work and live?"

Jane Quinn,
Vice President and Director of
National Center for Community Schools
Children's Aid Society

“Opportunities: Build on the emerging positive results from a variety of approaches, models and programs; capitalize on young people’s interests in high quality, active learning experiences; and help principals, teachers and other educators understand that after-school staff can be allies in helping young people rise to the occasion presented by the Common Core State Standards.

Challenges: Competition for funding; over-emphasis on standardized testing as the only measure of success; policy-makers searching for the quick fix rather than the real deal; and growing inequality as represented in nearly every phase of American life.”

Chris Smith
President & ED
Boston After School
and Beyond

"The greatest opportunity seems to be the broader recognition of the developmental and environmental factors that contribute to learning.  This should create a big opening for those in the after-school movement that are ready to put their approaches to the test in measurable ways.  In Boston, we are measuring critical aspects of the learning environment (aka, program quality) and transferable skills such as self-management, critical thinking, collaboration, and perseverance, which we call “power skills.”  When we begin to use the same vocabulary, we will see that the skills we focus on after school and during the summer are the very same ones that that young people need to succeed in college and the ones that employers value.

The major challenge we face is the field’s fragmented nature.  However, this challenge can become an opportunity when you look see fragmentation as diversity of approach and consider the vastly different learning needs of young people.  For this to happen, we need to unify ourselves in ways that allow policy-makers, school leaders, and funders to pursue a coherent and scalable solution.  In Boston, we do this through common standards and measurement.  In a sense, we are creating the equivalent of a box score for baseball or an exchange for the stock market.  This shared measurement platform allows programs to shine.  More than 50 organizations, serving thousands of young people, have stepped up to meet this challenge by collecting and sharing data so that we can identify programs’ strengths and address challenges, both as individual programs and as a unified network of providers."

Expanded Learning Time: An Interview with Lucy Friedman, President of TASC

By Sam Piha

Sam Piha

Lucy Friedman is President of The After-School Corporation (TASC) in New York. Lucy continues to be a leader and innovator within the afterschool movement. Recently, Lucy and her organization have been an outspoken advocate for expanded learning and a partnership between schools and community organizations that focus on the healthy development of youth. We asked Lucy to respond to a few questions and her responses are below. 

Lucy Friedman
President
TASC

Q: The term “expanded learning” is used differently by different people in different parts of the country. Can you give your definition of “expanded learning time?" 

A: Expanded learning re-imagines the traditional school day by adding extra hours, partnering schools and community organizations, and enhancing the quality of education. Through this three-pronged approach, students get additional talent and role models in the classroom and a balanced curriculum that includes the arts, physical movement and hands-on, personalized learning. TASC’s model of expanded learning adds the equivalent of 72 more days to the school year.

We define expanded learning time as an integration between the school day and after-school time. The experiences during the traditional day and those typically in the later hours build upon each other. Lessons and activities perceived as "the fun stuff" are connected to core subjects - reinforcing, making relevant or enhancing what a student learns in, say, math or language arts. At the same time, these learning experiences foster social and emotional development and greater student engagement with school, which leads to greater academic outcomes. In this way, kids get the chance to discover their talents and develop their full potential.

Q: In your mind, what is the difference between the terms “expanded learning” and “extended learning”?

A: 'Extended learning' implies more of the same - a longer school day filled with more time at desks or doing test prep. 'Expanded learning,' on the other hand, sees community partners as a critical component to bringing a broader curricular focus on social and emotional learning, hands-on engagement and learning enrichments that expand horizons and opportunities.

Q: Are you hoping that the field begins using the terms “expanded learning programs” to replace “afterschool and summer programs”?

A: Replacing the terms may lead to confusion for schools and families to whom "summer" and "after-school programs" often mean enriched child care during non-school hours. Rather, we'd like to see expanded learning time be not just an option available to schools and communities, but also a movement that raises expectations and makes it the norm for kids in low-income neighborhoods to have access to the same quality of education and enrichment that middle-class kids currently enjoy in and out of school. We’ve calculated that by 6th grade, kids from low-income communities suffer a 6,000-hour learning gap compared with their middle-class peers. Expanded learning time helps close those learning and opportunity gaps.

__________________
Lucy Friedman is the founder and President of The After-School Corporation (TASC). TASC is dedicated to giving all kids opportunities to grow through after-school and summer programs that support, educate and inspire them. She has served on a variety of advisory commissions and boards, including the National Academy of Science, the Afterschool Alliance and Bryn Mawr College. Lucy has been a member of The Coalition for Science After School Steering Committee since 2004 and served as its chair from 2006 to 2008.