Best of 2025, July Through December

By Sam Piha

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

FAVORITE BLOGS:

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

GUEST BLOGS:

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

 

INTERVIEWS:

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

 

BRIEFING PAPERS:

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

 

WEBINAR RECORDINGS:

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

4 Ways PE Teachers and Coaches Can Advance Social Emotional Learning

Source: Coaching Corps

“Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair.” [1] – Nelson Mandela 

Research has shown that the involvement in organized sports can be an excellent way to promote social emotional learning and the building of character. However, this is dependent on coaches who do their work in a developmental way, often coming from good training. 

“School sports are widely recognized as having a positive developmental influence on children. Not only do those students get exercise, have a chance to make new friends, and learn about teamwork, but also they improve their self-confidence as they achieve their goals.” [2] 

Below is an excerpt from The Benefits of a Written Curriculum for Physical Education and School Sports. The original article can be found on Edutopia.org.

“1. Promote a positive team climate and essential virtues. Sport psychology and SEL show that teams and individuals who value safe, supportive, encouraging, and inclusive team climates perform better and learn faster. Having a positive team climate includes athletes possessing the psychological safety that allows them to be more collaborative and creative without fear.

2. Develop skills through thought recognition and relationship building. When adolescents are intentionally taught emotion regulation and focus skills, they are helped when shooting a foul shot with 0.1 seconds left on the clock. Learning how to problem-solve and learning how to make decisions are valuable skills when analyzing one’s own performance and looking to make improvements. Empathy and communication are essential when picking up your teammate when they miss a catch. Knowing and identifying these skills is the first step in having them take root within students’ and athletes’ lives....Students who are trained in thinking about what they are thinking about are more likely to be the best version of themselves in any athletic contest.

Source: Coaching Corps

3. Build student investment and responsibility through student voice. In 21st-century businesses, employee voice is valued because it increases their engagement and empowerment to ask questions, seek help, and try out new skills while providing valuable feedback, decreasing stress, and increasing morale. The employees feel ownership in the business because they contributed to its success.

4. Have the coach serve as a facilitator. Of course, for the above to happen, PE teachers and coaches must take on the role of guiding facilitator, mostly by asking pertinent questions of players and giving them the freedom to offer their answers without fear of being judged harshly. Ideally, it means establishing a written problem-solving protocol that is used regularly when difficulties or challenges exist—whether in a PE class or a game context, in preparation as well as in action.

This requires the coach to give up some power, but certainly not during games where split-second decisions must be made by only one person. When students are aware of this new role embraced by their coaches, their relationship changes, and students’ accountability and responsibilities are increased.

Teachers and coaches truly are guides, helping students get to a range of destinations, some expected, some not, in a systematic way. A written curriculum provides a map that allows many to follow it, not just those gifted with a good sense of direction. 

END NOTES

[1] Slamkobe, The power of sports, the language understood by all!!

[2] Maurice J. Elias & Mitch Lyons, The Benefits of a Written Curriculum for Physical Education and School Sports

Social Emotional Learning and the Education Culture Wars

Source: www.unsplash.com

By Sam Piha

 

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. While afterschool programs have not been attacked directly, there are certain core values and program initiatives that have come under scrutiny. They include equity, identity (LGBTQ+ and racial issues), mindfulness, growth mindsets, grit and social emotional learning (SEL). Are there many citizens who are leading this fight or is it a manufactured controversy, which is a product of the internet?

 

Here, we focus on the attacks on social emotional learning (SEL) and prepare afterschool leaders to address parent’s concerns about SEL. 

 

“SEL has a history of both challenges and bipartisan support. SEL has faced political headwinds in some places before current debates over how schools discuss issues like racism and sexuality. But as interest in social-emotional learning rises among educators and policymakers, it’s also increasingly the target of ire from some conservative groups.” [1]

 

To raise awareness of the current SEL culture wars, we cite some of the titles and quotes from articles that have been published recently.

• “Socio-Emotional Learning Is Anti-White, Anti-Christian, and Anti-American Indoctrination” 
• “Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning”
• “Social-Emotional Learning: K–12 Education as New Age Nanny State” 
• “Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control”
• (VIDEO) Stella Morabito Presentation on Social Emotional Programming from Child Protection League Action on YouTube

“The politics of social-emotional learning have shifted drastically in the past few years— especially in some conservative states—with critics claiming that SEL is a form of liberal indoctrination or a means for unqualified teachers to practice therapy. This shift has left many teachers and SEL practitioners in a tricky situation, trying to address parents’ concerns while continuing to teach SEL programs that may be required by the district and state.” [2] - Arianna Prothero, Education Week

 

HOW TO RESPOND TO PARENT CONCERNS ABOUT SEL

 

“Candace Peyton Wofford is an instructional coach and, up until recently, an SEL teacher in a middle school in Corpus Christi, Texas. She had her fair share of parents voice concerns that SEL is teaching their children concepts that go against their values. Through her conversations with parents, Wofford—who is a big proponent of SEL—has found ways to help calm their fears.”[3]

“The main argument is that they think that I’m trying to encroach on their belief system. Usually, it’s a Christian belief that they think I’m trying to go against. And I am just very transparent with them and very honest about what I’m teaching, and [that] it is not to go against anyone’s belief. It is truly just to help their child navigate life and be a better person.” [4]  –  Candace Peyton Wofford

According to Ms. Wofford, “Really, what they need to see is that I truly care for their child. And once they know that I have their child’s best interest in mind, why would you want to fight me on that? Why would you not want your child to be able to learn how to do a job interview, learn how to do a handshake, learn how to look someone in the eyes, learn how to get un-addicted to their phones? These are all things that we talk about in the classroom setting. You have to sit and listen to their concerns, validate their concerns, and really truly listen to understand and not listen to respond. Once you understand where they’re coming from, you can eventually make your response, and they end up realizing that y’all are both on the same page.” [5] 

“When responding to parent concerns about Social-Emotional Learning (SEL), it's important to approach the conversation with empathy, clarity, and a focus on the positive outcomes of SEL. Parents may have various concerns, such as the impact of SEL on academic time, its appropriateness for their child, or its perceived alignment with their values.” [6]


Here are some key points to consider when addressing these concerns: 

  

“1. Listen Actively and Acknowledge Concerns

Start by validating the parent’s feelings and concerns. It’s important to listen carefully before offering solutions or explanations. This shows respect for their perspective and helps build trust. For example: ‘I understand that you’re concerned about the time dedicated to SEL and its potential impact on your child’s academic performance. I’m glad you brought this up, and I’d like to explain how SEL is designed to complement, rather than replace, academic learning.’

 

2. Explain the Purpose and Benefits of SEL

SEL helps students manage emotions, build positive relationships, and make responsible decisions—skills that are critical for academic success and personal well-being. Empahsize that SEL is not just about feelings but also about building essential skills such as communication, empathy, teamwork, and resilience.

 

Research shows that SEL programs can improve academic performance, reduce behavioral issues, and promote mental health, which in turn helps children become better learners. ‘Studies have shown that students who participate in SEL programs tend to have improved academic outcomes, stronger relationships with peers and teachers, and better emotional regulation.’

 

3. Clarify the Scope of SEL

Many parents may not fully understand what SEL entails. You can explain that SEL is not about imposing values but about teaching life skills. Share the five core competencies of SEL (as defined by CASEL):

• Self-awareness: Understanding emotions and recognizing strengths and limitations.
• Self-management: Managing emotions and behaviors to achieve goals.
• Social awareness: Recognizing the perspectives of others and showing empathy.
• Relationship skills: Communicating effectively, resolving conflicts, and working cooperatively.
• Responsible decision-making: Making ethical and constructive choices.

 

Example: ‘SEL focuses on helping children understand and manage their emotions, which supports them in both school and life. It also teaches them how to interact with others in a positive, respectful way.’

 

4. Address Misconceptions and Fears

If parents have concerns about SEL being ‘too touchy-feely’ or not academic enough, explain how SEL connects directly to the development of critical thinking and problem-solving skills.

 

For concerns about SEL promoting a particular political or social agenda, reassure them that SEL is about universal life skills (e.g., emotional regulation, communication, conflict resolution) that are important in any setting. Example: ‘SEL is about developing skills that support academic and life success, not about promoting specific beliefs or ideologies. We focus on universal skills like empathy, decision-making, and problem-solving that will benefit all students, regardless of background.’

 

5. Provide Examples of SEL in Action

Share concrete examples of SEL practices used in the classroom, such as morning check-ins, group work, conflict resolution strategies, or mindfulness exercises. This can help demystify SEL and show how it’s integrated into daily activities. Example: ‘In the classroom, we use activities where students reflect on how they’re feeling or practice calming techniques like deep breathing. These practices help students become more focused and ready to learn.’

 

6. Highlight SEL’s Role in Mental Health

Given the increasing concerns about student mental health, explain how SEL can help build resilience, manage stress, and prevent emotional difficulties by giving students tools to cope with challenges. SEL helps students understand their emotions, which is key in preventing bullying, reducing anxiety, and supporting overall mental wellness.

 

7. Show How SEL Can Align with Family Values

If parents express concerns about SEL conflicting with their family’s values, suggest that SEL can reinforce family priorities such as empathy, respect, and good communication. It’s not about replacing the family role but supporting it. Example: ‘SEL aligns with many family values, like teaching children how to be kind, respectful, and responsible. It gives students the tools to apply those values in everyday situations.’

 

8. Offer Opportunities for Involvement and Feedback

Parents might feel more comfortable if they understand that they can stay informed and involved. Share opportunities for parents to learn more about SEL, such as workshops, newsletters, or parent-teacher meetings. Example: ‘We’re always looking for ways to keep families informed and involved. If you’d like, we can send home resources on SEL or invite you to an upcoming parent workshop.’

 

9. Encourage Ongoing Communication

Invite parents to continue the dialogue if they have further concerns or questions. This shows openness and a commitment to working together. Example: ‘I’m happy to keep the conversation going. If you have any other questions or if you'd like to discuss how SEL is being implemented in the classroom, please feel free to reach out.’

 

10. Reassure Parents about Balanced Curriculum

Remind parents that SEL is designed to complement academics and doesn’t take away from core subjects. It enhances students' ability to learn by improving emotional regulation, focus, and collaboration. Example: ‘SEL is integrated in a way that supports and enhances learning in all subject areas. When students are emotionally supported and have strong interpersonal skills, they’re better equipped to succeed academically.’

By responding with understanding and a focus on the positive, you can help parents see the value of SEL in fostering well-rounded, capable, and emotionally healthy students.”[7]

ADDITIONAL RESOURCES

• Communication resources: Making the Case for SEL 

• Take action: Leading With SEL 

• Webinar: Education Culture Wars and Maintaining Bipartisan Support for Afterschool

Speakers include Terry Peterson (Afterschool Alliance), Michael Funk (California Department of Education), Bridget Laird (WINGS for Kids) and Melissa Schlinger (CASEL). Hosted by Dr. Femi Vance (American Institutes for Research) and sponsored by Temescal Associates and The How Kids Learn Foundation.

• 2025 SEL Summit Conference Recordings

 





END NOTES

[1] Arianna Prothero & Evie Blad, Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning

[2] Arianna Prothero, How to Address Parents’ Concerns That SEL Goes Against Their Values

[3] IBID.

[4] IBID.

[5] IBID.

[6] OpenAI. (2024). ChatGPT (GPT-4 model). Retrieved from https://www.openai.com

[7] IBID.

Using Art As A Medium To Teach SEL

Source: WINGS for Kids

By Guest Blogger, Cheryl Hollis, Chief Program Officer, WINGS for Kids
This was originally published by WINGS for Kids.

Art has long been recognized as a powerful tool for teaching and learning, not only in terms of creativity and self-expression but also for developing essential social emotional skills. Educators, youth workers, and parents can harness the power of art to help students improve their understanding of emotions, empathy, communication, and problem-solving.

We’ve developed and tested simple yet effective practices in our own programs that you can try with your students when using art as a medium for teaching character skills.

Collaborative Art Projects
A great way to incorporate SEL into class or program time is by organizing collaborative art projects where students work together to create a piece of art. This promotes teamwork, cooperation, and communication skills as students learn to listen to each other’s ideas, compromise, and contribute to a shared vision. 

Involving Local Artists
Know an artist in your community? Invite them to help lead your students in an activity. For instance, a visual artist could lead sessions on mindfulness and self-expression through painting or drawing, teaching children techniques to manage stress and enhance self-awareness. A theater artist could conduct drama workshops focused on empathy and communication, using role-playing exercises to help students understand different perspectives and improve their interpersonal skills. A musician or dancer could facilitate a class on emotional regulation and self-control through rhythm and movement activities, helping children channel their emotions constructively and develop resilience.

Source: WINGS for Kids
Students in WINGS afterschool program create a series of collaborative
artworks lead by local artist Amanda Lamontagne of Charleston, SC.

Exploring Emotions Through Art
Encourage students to express their emotions through various art forms such as painting, drawing, sculpture, or even digital art. Provide them opportunities to express themselves creatively using themes related to emotions like happiness, sadness, anger, fear, or gratitude. This allows students to identify and label their feelings in an imaginative and uniquely non-verbal way.

Source: WINGS for Kids

Emotional Alphabet and Coloring Pages
Need help getting started? Download the Emotional Alphabet Skill Builder to help students expand their emotional vocabulary. Next, try the Share Your Emotions Activity Bundle to help reinforce the Skill Builder. Students will practice identifying, labeling, and sharing their emotions to improve their self-awareness skills.

Art Appreciation
Explore diverse artworks from different cultures, styles, and time periods with students. Encourage discussions about the emotions, themes, and messages conveyed in the art pieces. This fosters empathy, perspective-taking, and appreciation for diverse experiences and perspectives.

Source: WINGS for Kids
WINGS students visit the High Museum of Art in Atlanta, GA.

Field Trip to the Museum
Maybe you can’t make it to the MOMA, but a field trip to an art or historical museum is a great opportunity to boost social and emotional skills. Museum tours can be structured to include interactive activities such as group discussions about artwork, creative writing exercises inspired by the pieces, and hands-on art projects that encourage self-expression and emotional awareness. Additionally, museum visits provide a stimulating and enriching environment that encourages curiosity, critical thinking, and appreciation for the arts, contributing to the holistic development of students’ social and emotional competencies.

Build Social Awareness and Relationship Skills with Art-Based Role-Playing
Explore role-playing activities where students use art props or drawings to act out scenarios related to social interactions, conflict resolution, or empathy-building. This hands-on approach helps students practice communication skills, emotional regulation, and conflict resolution strategies in a safe and creative environment.

Source: WINGS for Kids

Bring Stories to Life with Puppets
Through puppetry performances and workshops, students can explore complex emotions, develop empathy, and learn effective communication and conflict resolution strategies. Creating puppets provides a hands-on, creative experience that allows students to express themselves and dive into their feelings and perspectives. By incorporating themes such as friendship, empathy, diversity, and resilience into puppetry activities, educators can create engaging and impactful learning experiences that promote social and emotional growth.

Creative Problem-Solving Challenges
Present students with creative problem-solving challenges using art as a tool. For example, ask them to use recycled materials to create a sculpture representing a solution to a social issue or challenge they care about. This activity promotes critical thinking, innovation, and empathy-driven problem-solving skills.

Try These Art-Themed Activities and Games  

• Puppet Creations
• All About Me Poster (parts 1-4)
• Let’s Create Together
• Roll and Doodle
• Story Creator
• Sidewalk Mural

There are so many benefits to incorporating art and creativity into new or existing SEL practices. By doing so, educators, youth workers, and parents can create enriching experiences that support students’ holistic development and equip them with essential life skills for navigating relationships, emotions, and challenges effectively.

Impact of Sports on Youth Development

Source: www.pexels.com

By Guest Blogger Breakthrough Sports (This blog was originally published on the Breakthrough Sports Blog.)

At Breakthrough Sports, we believe in the profound impact of youth sports on children's lives. Engaging in sports activities not only promotes physical health but also offers invaluable life lessons, personal growth, and social development. In this blog post, we'll explore the far-reaching benefits of youth sports, backed by evidence from reputable studies, and highlight the positive effects they have on children. Join us as we delve into the transformative power of sports in shaping young athletes' futures.

The Physical Benefits of Youth Sports:
Engaging in regular physical activity through youth sports is essential for the overall well-being of children. According to the American Academy of Pediatrics (AAP), participating in sports helps children build and maintain healthy bones, muscles, and cardiovascular fitness. Studies have shown that youth involved in sports tend to have lower risks of obesity, type 2 diabetes, and other health issues, as physical activity plays a vital role in maintaining a healthy weight and improving overall health.

The Cognitive and Academic Benefits:
Participation in youth sports goes beyond physical development; it also enhances cognitive abilities and academic performance. Research published in the Journal of School Health highlights the positive correlation between sports participation and academic achievement. The study found that students involved in sports demonstrate improved focus, time management skills, and academic motivation. Engaging in structured physical activities through sports helps children develop discipline, goal-setting abilities, and enhances their cognitive function, all of which contribute to academic success.

Source: www.pexels.com

Social and Emotional Development:
Youth sports play a pivotal role in the social and emotional development of children. The teamwork, communication, and collaboration fostered in sports environments provide valuable life skills. According to a study published in the Journal of Youth and Adolescence, participating in team sports positively impacts the development of social skills, including leadership, cooperation, and conflict resolution . Furthermore, sports create a sense of belonging and provide opportunities for children to form friendships, build self-esteem, and develop resilience.

Character Building and Life Lessons:
Through both wins and losses, youth sports offer a platform for character building and teach vital life lessons. The competitive nature of sports helps children develop resilience, determination, and the ability to cope with challenges. According to the Aspen Institute's Project Play, participation in sports instills values such as perseverance, discipline, and sportsmanship. Athletes learn to set goals, work hard, and develop a growth mindset, transferring these skills to various aspects of their lives.

Source: www.pexels.com

Youth sports have a profound and positive impact on children's lives. The physical, cognitive, social, and emotional benefits they offer contribute to holistic development, shaping young athletes into well-rounded individuals. At Breakthrough Sports, we are committed to providing a nurturing and supportive environment for youth athletes to thrive, acquire essential life skills, and develop a lifelong love for sports.

To learn more and donate virtually, click here.

Films That Can Inspire Afterschool Leaders and Youth Participants

By Sam Piha

Source: www.pixarpost.com

There are a number of films which are relevant to the afterschool field and they can be easily streamed online. The holiday break is a perfect time to check them out. We discuss them below.

Inside Out  

Source: Inside Out

Inside Out, is a special gift for those who work in expanded learning programs. It echoes much of the research and work done on social emotional learning, character building, non-cognitive skills, growth mindsets, and our most recent knowledge of how the brain works. This Disney/Pixar animated film focuses on the emotions within an 11-year-old girl - emotions that battle for control and ways to influence her behavior. The film is an important tool in helping young people understand where their emotions come from, how to identify them, and empowering young people to manage their own feelings and behavior. You can view a LIAS Blog on Inside Out that we posted. We highly recommend you view the film. Better yet, watch it with a young friend who is 6 years or older.  

To watch or stream Inside Out, click here.

Finding the Gold Within 

Source: Finding the Gold Within

We first met filmmaker, Karina Epperlein, years ago at a screening of her film, Finding the Gold Within. This documentary chronicles the transition of young black men from high school to college, the issues of racism they encountered, and the role of Alchemy Inc., (Akron, Oh) an afterschool program supporting this transition. We were so taken by the film, that we sponsored several screenings in the San Francisco Bay Area which were followed by a Q&A with the filmmaker and Alchemy Inc. participants that were featured in the film. We later invited Ms. Epperlein, staff from Alchemy Inc. and an Alchemy youth participant to speak at a HKL conference. We also featured the film and filmmaker in several LIAS Blogs.

Film Synopsis: Finding the Gold Within follows six Black men from Akron, Ohio, through their first years of college. Despite their high levels of confidence and critical thinking, the stark reality of being away from their families and communities brings a series of crises. Each of them is determined to disprove society’s stereotypes and low expectations. In the intimate circle of Alchemy—which has been their “family” since sixth grade—they speak of their disappointments, despairs, trials and triumphs with a disarming honesty. Alchemy, Inc. and its leaders have been working in the school system in the Cleveland area, mentoring young black urban youth from middle through high school. –www.goldthefilm.com/synopsis

“Extremely topical… at times inspiring and funny, at other times heartbreaking and disturbing, and always fascinating. The conversations with these young men feature some of the most frank discussions about what it means to be black in America that I have ever heard.”– Pete Crooks, writer Diablo Magazine Interview

“Inspiring, heartbreaking, and unflinchingly honest, this film is not just about the journeys these men must take, but the journeys we all must share to bring about change.” – Clint Rohrbacher, Cleveland International Film Festival write-up

To watch or stream Karina's documentary, Finding the Gold Within, click here.

Brooklyn Castle

Source: Brooklyn Castle

Brooklyn Castle is a documentary about Intermediate School 318 (NYC) – a Title I school where more than 65 percent of students are living below the federal poverty level, that happens to have the best junior high chess team, bar none, in the country. We were so taken by the film, that we sponsored a special screening of it in Oakland, CA.

“The kids are happy to be at school and to stay at school past 3 p.m. because they know they are going to get to participate in the activity that they've chosen, and that they're starting to build a passion for … I guess the most important (LIAS Principle) I witnessed was that learning should expand the horizons of participants.” - Katie Dellamaggiore, Director and Producer of Brooklyn Castle. 

To watch or stream Brooklyn Castle, click here.

The Great Debaters

Source: The Great Debaters

This drama, starring Denzel Washington and Forest Whitaker, is based on the true story of Melvin B. Tolson, a professor at Wiley College, Texas. In 1935, he inspired students to form the school's first debate team, which went on to challenge Harvard in the national championship. 

Debate clubs are a valuable afterschool activity. To learn more, check out the National Association for Urban Debate Leagues. We also posted a LIAS Blog on this.

To watch or stream The Great Debaters, click here.

Source: National Association for Urban Debate Leagues

The Temescal Associates office will be closed for the holidays from 12/12/22 - 1/3/23. We'll be starting the new year off with a series of webinars in January that are not to be missed.

To register and learn more, click here.

Afterschool and the Education Culture Wars (Part 1)

Source: Unsplash.com

By Sam Piha

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. The PBS News Hour offered a good segment on critical race theory and book bannings.

Are there many citizens who are leading this fight or is it a manufactured controversy, which is a product of the internet? Below is a quote from an article (NEA News) that attempts to explain this.1

“As the nation continues to reckon with the role racism plays in our society, a tiny but extremely vocal minority of voices is determined to turn our classrooms into battlegrounds for their vicious culture wars. These radical groups are using social media to spread disinformation and stoke fear about race in the classroom, pushing for laws to ban books about Ruby Bridges, Martin Luther King, Jr. and other civil rights figures, and seeking to censor teachers and deny students the right to a truthful and honest education.” – Edward Graham, NEA News

Source: PBS News Hour

While afterschool programs have not been attacked directly, there are certain core values and program initiatives that have come under scrutiny. They include equity, identity (LGBTQ+ and racial), mindfulness, growth mindsets, grit and social emotional learning (SEL).

A HISTORY OF BIPARTISAN SUPPORT
Before we discuss how to not get entangled in the educational culture wars, it is important to note that the support for the afterschool movement over the last 30 years has largely been bipartisan. According to Dr. Terry Peterson (Afterschool Alliance), “The roots in California involved bipartisan support in some key cities in the late 1980’s, like Los Angeles, San Francisco, San Diego and Sacramento and then spread greatly with the strong leadership of a Republican Governor, Schwarzenegger, and then much later, now, a huge expansion by a democratic Governor Newsom. This type of local, state and national expansion of an initiative overtime is very unusual and very important. 

The roots of the 21st Century Community Learning Centers in the 1990’s clearly involved Republican and Democratic members of Congress and a Democratic Administration.”  The 21st CCLC quickly became one of the fastest growing social programs in the history of America. (We interviewed Dr. Peterson in a previous LIAS Blog).

Source: History of Afterschool in America

HOW TO AVOID ENTANGLEMENT IN THE EDUCATION CULTURE WARS

It is important to not take the support for afterschool for granted. There are things we can do to prevent that the afterschool movement is not damaged by the educational culture wars. 

Be aware of what’s happening in your area and in the larger field. 
“In this environment, anything can be politicized,” said John Bridgeland, the CEO of Civic Enterprises, a public policy firm, who has worked extensively on building bipartisan support for SEL programs in schools.

To get a better sense of what’s happening in the larger field, below we cite some titles from articles with endnote references that have been published recently:

• Socio-Emotional Learning (SEL) Is Anti-White, Anti-Christian, and Anti-American Indoctrination 2
• Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control 3
• Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning 4
• Hijacking Their Minds: How ‘Safe Schools’ & Social Emotional Learning Indoctrinate Our Children 5

Below we cite quotes that illustrate the thinking behind the culture wars:

• “This curriculum goes far beyond helping first-graders get along with their peers and delves into political manipulation. It’s never too early, apparently, to use SEL to create little community organizers.” 6
• “Book-banning attempts have grown in the U.S. over the past few years from relatively isolated battles to a broader effort aimed at works about sexual and racial identity.” 7
• “Minnesota’s Child Protection League, a group active on conservative issues, said social-emotional learning is a vehicle for critical race theory, an effort to divide students from their parents, emotional manipulation and “the latest child-indoctrination scheme.” 8
• “Students in several #US states are forced to participate in #Buddhist-based meditation. If a child refuses, he or she is moved to the hall as if being punished. These schools are indoctrinating our children.” 9
• (VIDEO) Stella Morabito Presentation on Social Emotional Programming from Child Protection League Action on YouTube. 10

We continue our look into the education culture wars and offer more tips on how to avoid entanglement in the misinformation in part 2.

END NOTES

1.  Edward Graham, Who is Behind the Attacks on Educators and Public Schools?
2.   Savanah Hulsey Pointer, Socio-Emotional Learning (SEL) Is Anti-White, Anti-Christian, and Anti-American Indoctrination
3.   Stella Morabito, Social Emotional Programming: The SEL Agenda to Enforce Thought Reform, Conformity, and Control
4.   Arianna Prothero and Evie Blad, Schools Face Fears of ‘Critical Race Theory’ as They Scale Up Social-Emotional Learning
5.   Karen Effrem, Hijacking Their Minds: How Social Emotional Learning Indoctrinates Children
6.   Karen Effrem, M.D. and Jane Robbins, J.D., Social-Emotional Learning: K–12 Education as New Age Nanny State 
7.   Claire Moses, The Spread of Book Banning
8.   Laura Meckler, In ‘social-emotional learning,’ right sees more critical race theory
9.   Katherine Hignett, Conservative Christians Want to Stop Kids Meditating At School
10.   Stella Morabito: Social Emotional Programming (Video)

To learn more about the education culture wars and afterschool and to register for this informative webinar, click here.

Integrating Mindfulness into Afterschool Youth Programs

By Sam Piha

For the past decade we have been promoting the use of mindfulness activities in afterschool to address the needs of youth participants and the self-care of youth workers. Integrating mindfulness activities into youth programs to benefit young people and educators has been a very popular educational concept. It appears in the literature on emotional regulation, trauma-informed practice, social emotional learning, grief-responsive teaching, and other leading topics. 

Youth who engaged in mindfulness activities report a greater sense of optimism and well-being, and a reduction in depression, anxiety, stress, and anger. They also benefit academically. Mindfulness activities are also a valuable “self-care” strategy for teachers and afterschool staff, and these activities can be tailored to be used in staff meetings.

On May 31st we are hosting a zoom/ mini-course on integrating mindfulness activities into afterschool youth programs. To learn more and register, click here.

We also recommend Mindfulness in Afterschool, a curriculum written by Temescal Associates. Temescal offers customized training on mindfulness for afterschool leaders. For more information on these resources, write to info@temescalassociates.com. 

Below we share some comments from a mindfulness leader, Laurie Grossman (Inner Explorer) and educators, Allison Haynes (Riverside County Office of Education), Ken Dyar (Delano Union School District) and Dr. Katarina Roy Schanz (Riverside Unified School District). Each of them has promoted mindfulness techniques at the school and district level and their responses below are from previous LIAS interviews. 

Q: CAN YOU BRIEFLY DESCRIBE WHAT MINDFULNESS IS?

Laurie Grossman

Laurie Grossman (LG): Mindfulness is awareness of the present moment without judgment. Many of us miss a lot of our lives because we live in the past or the future; we spend most of the time in our heads reliving what has already happened or worrying about what is going to happen. By practicing mindfulness, one learns to live more often in the present moment; benefitting from what is actually occurring right now. One of the most common ways to practice mindfulness is to focus on the breath as an anchor to the present.  

Dr. Jon Kabat-Zinn founded Mindfulness Based Stress Reduction (MBSR) in 1979 at the University of Massachusetts Medical Center. Those benefits as described by the MBSR website include: 

• Lasting decreases in physical and psychological symptoms
• An increased ability to relax
• Reductions in pain levels and an enhanced ability to cope with pain that may not go away
• Greater energy and enthusiasm for life
• Improved self-esteem
• An ability to cope more effectively with both short and long-term stressful situations.

Q: WHY IS MINDFULNESS EFFECTIVE WITH YOUNG PEOPLE? 
LG: Mindfulness lessons are interactive, short and impactful. When teaching mindfulness, we are teaching children about themselves; the curriculum is relevant to them and therefore engaging. Students tell us they can concentrate more easily on their schoolwork, they can calm themselves down, and they feel less stress. The benefits of mindfulness occur rather quickly, students feel better as a result and they enjoy the practice. 

The very first lesson we offered in an Oakland public school resulted in this comment from a third grader, “I think if we do this every day we won’t fight anymore.” I was stunned because the school was one where violence in the community was common. 

Ken Dyar

Ken Dyar (KD): Children living in poverty or in unhealthy environments are under constant, unending stress. Is it any wonder that they struggle to self-regulate, or attend to a school lesson? In an afterschool program, we are extending their learning day until 6 pm, five days a week. Mindfulness is the perfect way to do this, in my opinion. Additionally, it is a practice that the kids can extend to their lives outside of school. It is a life skill.

Q: WHAT BENEFITS DO YOU BELIEVE MINDFULNESS BRINGS TO YOUNG PEOPLE?
KD: Stress management, regulating behavior, lowering blood pressure, increasing positiveness, increasing hopefulness, empowering youth to feel that they are in control of themselves. It develops a growth mindset in kids. It gives them a tool to move them forward emotionally and therefore academically.

Q: DO YOU BELIEVE THAT MINDFULNESS IS APPROPRIATE FOR ALL AGE YOUTH? 

Allison Haynes

Allison Haynes (AH): YES. Why not? Why would we arbitrarily choose a number and determine that until one reaches that age, they are restricted from engaging in a practice that includes benefits such as relaxation, self-regulation of emotions, self-awareness, and compassion for others? 

KD: I do believe that mindfulness is appropriate. I have introduced it to my eighth graders this year. Students in middle school are truly "stuck in the middle." Anyone who has worked with middle school students will tell you that these kids are both babies and adults. They need a tool like mindfulness to manage the swings in mood and emotion. I also believe that educators who use mindfulness with their students will enhance the relationships they have with their kids. Sharing mindfulness with my students has certainly proven to them how much I care about them.

Q: WHAT BENEFITS DO YOU BELIEVE MINDFULNESS BRINGS TO ADULT STAFF? 
AH: Mindfulness provides immediate feedback to adult staff. Taking a breath while letting the thought pass is indeed helpful when your inner voice is shouting doom and gloom. Interrupting the critical voices in one’s head allows a pathway for creative thinking (which is always necessary for afterschool program adult staff). But engaging in a practice before arriving to engage youth is most valuable because it is during that time that intentions can be set, loving kindness administered, and a stronger connection to compassion forged. 

Q: WOULD YOU RECOMMEND MINDFULNESS TO OTHER AFTERSCHOOL LEADERS?
AH: YES. I’d recommend mindfulness to other afterschool leaders because a practice is good self-care. Additionally, I know afterschool leaders are role models who can’t give what they don’t have. I say, give them what they need and watch it spread.

KD: When I share mindfulness with my kids, one comment I always hear at the beginning is that it is "weird." It's weird because no other teacher they've had has ever shared this with them. Taking a moment to do a body scan, be grateful, be in the moment, etc., is completely foreign to them. It is my wish that mindfulness becomes such a regular part of education that it is never considered "weird" anymore. I wish every teacher on my site spent time using mindfulness with their students. I would certainly recommend the practice to any leaders involved in educating our youth.

Q: WHY ARE YOU TEACHING MINDFULNESS TO SCHOOL DISTRICT STAFF?

Dr. Katarina Roy Schanz

Dr. Katarina Roy Schanz (KRS): The primary target group for this mindfulness training are our Student Assistance Program (SAP) Counselors and SAP Behavior Support Teams. Additionally, adding mindfulness to their self-care practice will help the team both personally and professionally. We’re hoping that by implementing a mindfulness practice, we will see decreases in anxiety and improvements in self-awareness and social-emotional skills, among other positive changes.

Laurie Grossman is the Director of Social Justice & Educational Equity for Inner Explorer. She cofounded Mindful Schools in 2007. With Angelina Alvarez Manriquez and 4th & 5th grade students at Reach Academy in East Oakland, California, she wrote Master of Mindfulness: How To Be Your Own Superhero in Times of Stress & Breath Friends Forever.

Allison Haynes is the Administrator of Pupil and Administrative Services at the Riverside County Office of Education. She has worked in the field of education for 25 years, with the last five focused on Expanded Learning Programs. Her experience ranges from working with elementary, middle school, and high school students as a school counselor and/or a site administrator. 

Ken Dyar was named a California Teacher of the Year in 2006.  He is currently a Physical Educator at the Delano Union School District. Prior to this assignment, he was Director of Physical Education and After School Programs, including DUESD's afterschool programs. Ken has taught for over 18 years, teaching 3rd, 4th, 6th, 7th and 8th grades. 

Dr. Katarina Roy Schanz is the Coordinator of the Student Assistance Program with Riverside Unified School District. Dr. Roy Schanz has been an educator for 21 years. She has served as a school counselor, assistant principal, and principal.

Why Write? “Poetry Is the New Best Medicine”

By Sam Piha

Providing opportunities for youth to reflect on and express their thoughts and feelings are critical strategies for any afterschool program. These opportunities are essential to promoting youth voice, healthy youth development, social emotional skills and resiliency, especially for those who have experienced trauma. The integration of writing is a very powerful way to do this. Strategies and activities include poetry, spoken word and journaling. Previous LIAS blogs focused on poetry and journal writing. 

“Offering young people meaningful writing opportunities allows them to share their ideas and using their voice helps them communicate and feel agency.” – Afterschool Provider ED, California

Peter Kahn

Peter Kahn has taught English and spoken word poetry to thousands of students at Chicago's Oak Park and River Forest High School since 1994. We first became aware of Peter’s work while listening to NPR. We contacted Peter and he agreed to participate in a Speaker’s Forum entitled, Meaningful Writing in Afterschool: Poetry, Spoken Word and Journaling. 

Later we saw him featured on the PBS Newshour where he gave his Brief But Spectacular take on how spoken word poetry amplifies student voice. “I used to hate poetry. I hated it as a student. I hated it as a teacher”, he said. “I was inept at teaching it. And in the mid-’90s, I brought in a former student, Jonathan Vaughn, to help me out. And he came in. And he mentioned the idea of a poetry slam. And my students asked if we could do that. So, we went ahead and did a poetry slam. And the student with the lowest grade in my class ended up winning it. And everybody looked at the kid differently after that. And he looked at himself differently, more importantly.”

Source: PBS

Inspired by the potential of spoken-word poetry to engage youth, Kahn created an afterschool spoken word club at his high school. And for over 20 years, the club has created space for students to engage in storytelling.

In collaboration with his current and former students, Kahn has released an anthology, Respect the Mic: Celebrating 20 Years of Poetry from a Chicagoland High School. 

Below is a poem by one of Kahn’s former student poets, Abby Govea, high school class of 2021.

WHY WRITE?

I write because laughter is not the best medicine.

I used to spew jokes sporadically because I thought it was.

The more I puppeteered my smile

the further I was convinced

my anxiety would peel away like old skin.

Humor was a succulent treat my irrational nerves craved.

There were too many thoughts I wanted to disperse

that couldn’t be glazed in giggles.

They crammed in my brain like paper in Dad’s file cabinet

never to be seen or read aloud.

So I turned to the unexplored source

I knew comforts my brother.

Euphoria jerked through the grooves of my palms

watching my brother aggressively

write away his emotions and craft perfection.

I wanted to feel the same way.

Fingers clenched the pencil

as my hand synched with the rhythm

of my thoughts thudding against my skull.

Anxiety leaped into the creases of the paper

as confidence skimmed the doubt of writing’s benefits

and inscribed the cemented sentence:

It’s no joke that poetry is the new best medicine.

Excerpted from Respect The Mic: Celebrating 20 Years of Poetry From A Chicagoland High School. Copyright © 2022 by authors. Excerpted by permission of Penguin Workshop. All rights reserved.