How the Meta Settlement Can Benefit Afterschool Programs

Source: www.pexels.com

This blog by Dan Gilbert has been reposted from Afterschool Alliance’s Afterschool Snack Blog.

Meta's new settlement with 47 states will direct up to $17.1 billion over 10 years toward addressing the mental health harms linked to social media use among young people. Critically, this landmark settlement explicitly names "after school or summer programs, such as sports, literacy, dance, and other activities" as a recommended use of the funds.

As a core member of the Fund IRL Coalition, the Afterschool Alliance is proud to stand with partners around the country to urge state officials to seize this unique opportunity to expand access to critical afterschool and summer learning programs that we know help support young people’s mental and emotional well-being. Now, the call to action is clear: advocates must push states to use settlement money to fund these essential programs, providing compelling, engaging alternatives to screens for young people and ensuring they can access the real-life experiences they need to thrive.



Our own America After 3PM data show that parents look to afterschool programs to keep young people engaged, off screens, and supported holistically. More than 5 in 6 parents agree that afterschool programs provide opportunities for young people to spend more time on fun and educational activities and less time on screens (86%) and time to interact with peers and develop social skills (85%), while 79% agree that programs support children’s mental health and well-being. Among parents who have a child in an afterschool program, agreement is even higher. Unfortunately, while the parents of 29.6 million children want an afterschool program for their kids, only 7 million are enrolled. 

This means 22.6 million young people in this country are not in an afterschool program because it is either unavailable or unaffordable. These settlement dollars could go a long way in addressing that.



But being named in the settlement doesn't guarantee funding. The settlement text gives each attorney general (AG) broad discretion. The funds can go toward "any lawful purpose," and the named uses are examples only. In some states that authority sits with the AG directly, while in others the legislature controls the final spending decisions. Now is the time for advocates around the country to make the case that settlement funds should go toward programs that help remediate the mental health challenges our young people face, rather than landing in states’ general funds.



Some officials are already pointing in the right direction. North Carolina's AG has recommended funding after-school and summer school programs, crisis helplines, and school health personnel, and attorneys general from Massachusetts, Connecticut, and Delaware have all specifically stated that some of their settlement dollars will go toward after-school and summer learning programs. But most states haven't decided, and the settlement itself only provides recommendations, not guarantees. 

Through our work with the Fund IRL Coalition, we are coordinating with advocates around the country to make their case directly to their attorneys general and legislators before budgets are finalized. The settlement made clear that afterschool programs are an important mental health support for young people. Now it's up to us to turn that argument into real funding that helps more young people access the programs and mental health supports that they and their families so clearly want.

MORE ABOUT...

Dan Gilbert

Dan Gilbert joined the Afterschool Alliance in 2014. As Director of Whole Child Initiatives, Dan directs the Alliance’s work around social and emotional development, trauma informed care, youth mental and emotional wellbeing, noncognitive skill development, and physical health. He also works to advance the Alliance’s outreach and messaging efforts, coordinates activities and collaborative efforts with partner organizations, and plans and implements projects including performing research and writing and disseminating reports for stakeholders at the national, state, and local level. Dan has experience working for Massachusetts state government, European Parliament, and political campaigns, and most recently worked at the Alliance for Excellent Education’s Center for Digital Learning & Policy. 

The Afterschool Alliance works to expand support for quality afterschool programs. They work with agencies, elected officials, business, 50 state afterschool networks, community leaders, and program providers across the nation to ensure that all youth have access to affordable, quality afterschool programs by engaging public will to increase public and private investment in afterschool program initiatives at the national, state, and local levels.

Afterschool Snack is a blog sponsored by the Afterschool Alliance featuring important news updates and stories written by their staff and afterschool practitioners. 

UPCOMING WEBINAR: Integrating Trauma- Informed Principles into Afterschool Programs

Friday, November 20, 2026, from 10am-12pm PST

Many of the children we serve in afterschool programs have experienced individual or collective trauma. According to the Substance Abuse and Mental Health Services Administration (SAMHSA), over two-thirds of children report experiencing at least one traumatic event by age 16, at least 1 in 7 children experience abuse or neglect annually in the U.S. each day, 14 youth die from homicide, and more than 1,300 are treated for violence-related injuries. When trauma goes unaddressed, it creates barriers to trust, collaboration, and growth.

Expanded learning programs are well positioned to support students impacted by trauma because they provide safe spaces, opportunities for students to explore their talents and build new skills, help to increase school engagement, provide academic support, cultivate social and emotional development, and much more. Programs can also leverage the investment already made into their basic infrastructure by enhancing services with the integration of trauma-resilient informed practices.

Specifically, this session will answer:

1. What is trauma? What impacts does it have?

2. How can afterschool programs help traumatized youth?

3. What needs might these youth experience in an afterschool setting?

4. What supportive practices can afterschool programs use?

To learn more and register: https://www.eventbrite.com/e/integrating-trauma-informed-care-principles-into-afterschool-programs-tickets-2004139066899?aff=oddtdtcreator&keep_tld=true

Screen Time and Young People

Source: www.pexels.com

By Sam Piha

There’s a general consensus that too much screen time is bad for kids. While limiting screen time and establishing healthy digital habits has long been seen as the responsibility of parents, experts say that the burden should be shared by educators, youth program leaders and policymakers, too. In fact, Meta just settled a 17 billion-dollar lawsuit from several states claiming that their social media was intentionally designed to be addictive. Many school are restricting access to smart phones. Let’s take a closer look.



What is screen time? 
Screen time often refers to the total amount of time spent using devices with screens, such as smartphones, computers, televisions, and tablets. Too much screen use can lead to poor sleep, eye strain, and lower focus. 

“There is no single, universal definition for screen time, but generally watching TV, playing on video game consoles, and using computers, tablets, and smartphones for entertainment count as screen time. Common Sense Media, a nonprofit that researches and advocates for healthy technology use among youth, further breaks screen time into four different categories: passive, interactive, communication, and content creation.” [i]

Social Media
A large concern of screen time involves social media. These are “forms of electronic communication (such as websites for social networking and microblogging) through which users create online communities to share information, ideas, personal messages, and other content (such as videos).” [ii]

“Potential benefits of social media include:

• Staying connected to friends
• Finding community and support for shared interests
• Creative pursuits, such as sharing artwork or music
• Expressing themselves via posts or comments

Potential risks of social media include:

• Exposure to harmful or inappropriate content (e.g., sex, drugs, violence, etc.)
• Exposure to dangerous people (such as in the context of sextortion or trafficking)
• Cyberbullying, a risk factor for depression and suicide
• Radicalization or exposure to extreme ideas
• Oversharing personal information
• Exposure to inappropriate advertisements (e.g., cannabis, nicotine, fast food)
• Privacy concerns including the collection of data about teen users
• Comparison to unrealistic peer profiles, which damages self-esteem
• Interference with sleep, exercise, homework, or family activities.” [iii]

How much time do teens spend on their phones? 
“Data on this varies, but it’s fair to say that teens—and increasingly younger children— spend a lot of time on screens, especially on their smartphones. According to a 2023 U.S. Centers for Disease Control and Prevention study, half of adolescents ages 12-17 spend more than four hours a day on screens.” [iv] 

Source: www.pexels.com

How often should parents talk to their kids about screen use?
“Natural transition times, such as holidays and summer breaks, are good times to set expectations about screen use. Parents can create a schedule for that temporary time period, and it can include solo use but also ways to connect and interact such as playing online games together as a family, or making video calls to relatives who live far away.” [v]

Promoting Healthy Screen Use among Children
“Reducing the negative impacts of harmful screen use requires acting with urgency and empowering caregivers and communities by providing them with evidence-based tools and strategies organized around the 5 Ds.

• Discuss: Set expectations for all household members for healthy screen use. Discuss with youth what they are viewing, who they are interacting with, and how it makes them feel. Use parental controls and household rules that align with your goals.
• Do: Model the healthy screen use behaviors you would like to see. Children and adolescents pay attention to the actions of their caregivers and trusted adults. Be conscientious about how much time you spend on screens and what type of content you consume. When using screens, do so together.
• Delay: Delay screen time from the earliest age as long as possible and then establish and normalize age-appropriate limits on time and content accessible. Parents and caregivers can also delay access to different devices by age.
• Divert: Provide alternatives so screen use is not the default when children are bored. Redirect attention and provide opportunities for healthy activities, such as physical activity. Prioritize completion of desirable activities first, such as chores, homework, music, or sports before screen use.
• Disconnect: Create regularly scheduled, screen free times in everyone’s day, such as mealtimes where everyone disconnects. Practice screen free time before bedtime for better quality sleep and avoid sleeping next to devices. Avoid multitasking with screens during activities. Detox completely from certain devices, media, or platforms when they have become a problem or when another goal is more important.” [vi]

Source: www.pexels.com

Tips to Reduce Screen Time

• “No phones at meals: Keep phones and tablets away during breakfast, lunch, and dinner.
• Turn off screens early: Stop using devices one hour before going to bed to sleep better.
• Take regular eye breaks: Look away from your screen every 20 minutes at something 20 feet away for 20 seconds.” [vii]

END NOTES
[i] Arianna Prothero, The Good, Bad, and Ugly of Screen Time: An Explainer
[ii] Merriam-Webster, Social Media
[iii] Google AI, What are the benefits and risks of social media on young people?
[iv] Arianna Prothero, The Good, Bad, and Ugly of Screen Time: An Explainer
[v] Jess Berthold, Is too much screen time bad for kids? It's complicated
[vi] U.S. Department of Health and Human Services, The Harms of Screen Use
[vii] Google AI, What are some tips to reduce screen time?