Thinking About Equity: Nature and Afterschool

By Sam Piha

When I managed afterschool programs in the SF Bay area, we learned that many of the kids we served had never been on the bay, seen the ocean, planted a seed and experienced it grow into a real plant, walked in a forest or camped outside overnight. Many had never been beyond their neighborhood, owned a swimsuit or knew how to swim. Was this an equity issue? Yes. 

In response, we conducted nature outings, camping trips, and swimming lessons. We even purchased swimsuits for those that didn’t have them. Because one of our lead agencies was the YMCA, we had resources for this. But every afterschool program can contribute by incorporating nature into their program. 

Recent studies focus not so much on what is lost when nature experience fades, but on what is gained through more exposure to natural settings, including nearby nature in urban places. - Richard Louv

Richard Louv

In two previous blog posts, we reviewed the power of nature in afterschool programs. Richard Louv, author and Co-Founder of the Children & Nature Network, has written a lot about the intersection between access to nature and development. He was recently interviewed by the Greater Good Science Center. We share an excerpt and link to the full interview below. 

Q: How will this trend impact pro-environmental attitudes and behaviors in kids?

RL: If nature experiences continue to fade from the current generation of young people, and the next, and the ones to follow, where will future stewards of the earth come from?

Past research has shown that adults who identify themselves as environmentalists or conservationists almost always had some transcendent experiences in the natural world. What happens if that personal experience virtually disappears?

Q: Are there particular kinds of experiences in nature that seem to have the most impact on kids?

RL: The quality of the nature experience depends on how direct the experience with nature is. Are kids getting their hands wet and their feet muddy? These types of activities can help kids learn to have confidence in themselves and power to make independent decisions. 

One reason for this is the risk-taking inherent in outdoor play, which plays an important role in child development. Without independent play, the critical cognitive skill called executive function is at risk. Executive function is a complex process, but at its core is the ability to exert self-control, to control and direct emotion and behavior. Children develop executive function in large part through make-believe play. The function is aptly named: When you make up your own world, you’re the executive. A child’s executive function, as it turns out, is a better predictor of success in school than IQ.

See full interview here. 

Richard also gave us permission to share some of his interview with youth development guru, Karen Pittman. 

RL: Did you have experiences in nature that helped form who you are today? As a child or an adult?

Karen Pittman

KP: I grew up in a working class, urban neighborhood in a family that emphasized the value of sending children outdoors to play. We did not, however, do any organized outdoor activities beyond family picnics. So it wasn’t until I was in high school that I realized that you could walk the length of Washington D.C. through Rock Creek Park, or stand on the waterfront of the Potomac River. Learning this was liberating. To this day, I seek nature to calm, inspire, reflect, and marvel at the intricacy of life.

RL: How does a lack of access to nature factor into the challenges that youth face?

KP: The Chicago Consortium for School Research defines successful young adults as those who have an integrated identity, a sense of agency, and a range of competencies. Getting to these end states requires young people to have access to safe, supportive, relationship-rich opportunities to act and reflect while being challenged to learn and master new things. 

Nature is an ideal setting for young people to learn new content, try new things, apply their skills in different ways and fail safely. Nature is a new environment for many young people – one that they haven’t explored. One of the challenges many young people face is that they don’t have comfortable opportunities to be in a group of young people in which they won’t be immediately judged for what they don’t know. 

We learned, at High Scope Camp, the importance of challenging groups to learn and do things that none, or few, youth had done (e.g. folk dancing). These are “clean slate” learning opportunities in which some will shine, some will struggle, but it is not clear who will fall into which camp. Beyond exploration, nature also provides young people with ample opportunities to have a sense of agency, to achieve mastery and to flesh out and expand their sense of identity.

RL: Can you share any stories about the benefits of nature for opportunity youth?

KP: I believe that there are studies on the importance of programs like the Fresh Air Fund. But I’ll quickly share a High Scope story. The camp was billed as an educational camp for teenagers. Their jobs, for about 4 hours a day, were to participate in one or two short exploratory classes and longer workshop experience that culminated in a product or presentation. The setting for all of this learning, however, was several hundred acres that included trails, a small lake, and a working farm. In addition, all youth participated in overnight camping or canoeing trips. These were powerful experiences for all of the young people.

But for young people from more distressed communities or stressful situations, the main impact was that they had the experience of learning that nature can be a safe place. One that, unlike their communities, has challenges that you can predict and prepare for. Then, as noted, the second important learning for these young people is that they could become leaders in a broader learning setting in which academics is not the main measure of success.

See full interview here.

RESOURCES
There are many resources and articles on development and nature as well as program ideas. Many can be found by doing a web search of “nature and children”. There are also resources listed in the full interviews cited above. We also urge readers to take a look at the Children & Nature website. 

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Richard Louv is Co-Founder and Chairman Emeritus of the Children & Nature Network, an organization supporting the international movement to connect children, their families and their communities to the natural world. He is the author of ten books, including "Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder," "The Nature Principle," and "Vitamin N." His newest book, "Our Wild Calling: How Connecting to Animals Can Transform Our Lives — and Save Theirs." In 2008, he was awarded the Audubon Medal. He speaks frequently around the country and internationally.

Karen J. Pittman is president and CEO of the Forum for Youth Investment, a national nonprofit, nonpartisan “action tank” that combines thought leadership on youth development, youth policy, cross-system/cross-sector partnerships and developmental youth practice with on-the-ground training, technical assistance and support. Karen is a respected sociologist and leader in youth development. Prior to co-founding the Forum in 1998, she launched adolescent pregnancy prevention initiatives at the Children’s Defense Fund, started the Center for Youth Development and Policy Research, and served as senior vice president at the International Youth Foundation. Karen was involved in the founding of America’s Promise and directed the President’s Crime Prevention Council during the William Clinton administration. 

Expanding Horizons, Positive Youth Development, and SEL: The Power of Nature, Part 1

By Sam Piha

Sam Piha

When I managed afterschool programs in West Contra Costa County (CA), we found that taking young people into nature and the wilderness were very powerful experiences. These included backpacking, canoe trips, and a week long outdoor experience at the YMCA camp on the eel river. 

Below we offer two videos that capture the importance of taking young people into nature. The first video focuses on older youth who are learning to rock climb. The second video focuses on Oakland children who are visiting nearby Muir Woods. For many, this is the first time that they have been outside of the city.

Youth Development, Entrepreneurship, and Rock Climbing

Nature Now

National parks turn into classrooms to turn a 

new generation into nature lovers

You can view an article from the Greater Good Science Center and another article authored by Bob Cabeza. 

Below we offer an interview with youth program leaders who can speak directly to the power of outdoor and wilderness experiences for youth, especially inner-city youth.

Q: What are benefits to exposing young people to nature and the wilderness - benefits to individuals, the group, even the adult supervisors?

Bob Cabeza,
Youth Institute

Bob Cabeza, Youth Institute: Nature is therapy to the nature deprived. Both young staff and youth create family bonds, learn about themselves and their place in the world and truly developed multiple skills simultaneously. It's layered hyper learning for all of the senses. Nature heals the wounds that society inflicts upon young people. Nature can be used as a rite of passage and as a medium to impact young people's lives in meaningful and productive ways. Such as helping them come to terms with issues in their lives. Helping them understand their potential and place in the world. There are numerous opportunities for metaphorical learning that are directly transferred into real life problem solving, academic and workforce skills. Nature unto itself teaches introspection and develops an appreciation of beauty and peace. It is meditative to the brain, heart and soul. 

Brad Lupien,
arc

Brad Lupien and Staff from arc: A hike, paddle, peddle, climb, or adventure in the back country truly expands horizons.  By stripping away the noises, stresses and chaos of daily life, one’s mind can open up.  There is a reason that across all cultures and religions prolonged time in nature is a rite of passage, a path to a higher being, and method for enlightenment.  More practically, adventure sports, gear and experience has become a pastime of the wealthy.  But, our parks, forests and beaches are free … or very inexpensive.  

Taking kids into nature is a simple and inexpensive way to close an opportunity gap. If we know that learning happens when it is active learning and/or collaborative learning, then outdoor education is a no brainer.  Young people must work together to reach a common goal (the top of a mountain, a distant island, or a the other side of a stream) and passive observation as you ascend, paddle, or traverse is simply not an option.   At arc, we often find that the adults staff joining the group as “chaperones” become “co-players” without prompt or push.  They come as the adult authority and leave as a co-participant.  The experience brings out the inner child and melts the traditional student/teacher, learner/presenter relationships.  Learning becomes collaborative with the adult vs for the adult.

Ashanti Branch,
Ever Forward Club

Ashanti Branch, Ever Forward Club: 
Outdoors are a bonding opportunity for youth. Getting young men out of their regular environment allows for an opening of the mind and a deepening of the heart. Often times within the confines of the concrete jungles with all of the radio waves and search for bars and likes; our young people often miss out on deep conversations and connections that they desperately want and need.  

Dr. Mark Schillinger, DC
YMUW

Dr. Mark Schillinger, Young Men's Ultimate Weekend: As a youth mentor, I have dealt with many young men who are having a hard time in school, struggling to have healthy relationships, and suffering from emotional problems because of their lack of exposure to the healing qualities of nature and to the lessons it offers.

I have seen how getting young men active and involved in group outdoor activities has helped them develop analytical skills. The demands of being outdoors force them to evaluate situations carefully and to hone their masculine wisdom and logic to make good decisions. Being outside, as it turns out, is not only good for their bodies—it’s also good for cognition. Something magical happens when young men are given the freedom to experience nature. Socially, physically, and mentally, they grow. Nature is the best classroom for them to discover who they really are, practice accepting and dealing with real-world situations, and gain trust in other males and their ability to work together to get things done. They develop confidence in their instincts and overcome their fears of the unknown.

Q: This is important for all children and youth. Why is it especially important for low-income and inner-city youth?

Bob Cabeza, Youth Institute: Well run outdoor education programs in nature teach problem solving, social and emotional learning, build intense positive relationships between peers and adults. It also tests ones confidence and develops critical, analytical, abstract and sequential thinking skills. These experiences can be tailored to teach communication skills, diversity and decision-making, and intense long term team building. – Bob Cabeza

Brad Lupien and Staff from arc: The importance of exposing low-income and inner-city youth to the outdoors cannot be overstated. Many students form our urban centers have no exposure to the state parks, forest areas, public beaches, and lakes right in their backyards.  Once they experience nature’s classroom and playground for the first time an awakening can occur within them. 

Half of the kayaking trips we take with low-income Los Angeles youth find that the kids have lived in LA their whole life, but have never seen the ocean. Most of the trips we lead with inner-city youth see the most common questions not being about the bugs or the dirt, but “Is this free?” and “Can I take my family?” After playing in the outdoors and feeling that instant connection to nature, it opens up a whole new world that students want to be part of, and they want to take their families with them. It exposes them to healthy lifestyles, environmental awareness, and a love of wildlife that they might not otherwise have access to. 

Dr. Mark Schillinger, Young Men's Ultimate Weekend: Getting young children out into nature is important for inner-city youth. Inner-city youth tend to be closed-in by buildings, buses and bulldozers. Nature is the perfect playground for them to more fully challenge their brains in a healthy way to develop their learning skills. Because movement and learning go hand-in-hand, nature affords young people the ability to move more freely, without worry of getting hurt or hurting others. Additionally, inner-city youth are under a great deal of stress. Nature is the perfect playground to release their pent-up energy safely and freely. Additionally, by being out in nature – especially at night – children learn to develop the virtue of, "awe". It's important for inner-city youth to begin to contemplate that nature does not only include the earth, but also includes a vast and mysterious universe that needs to be explored.

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Bob Cabeza is Vice President of Community Development at the YMCA of Greater Long Beach and Founder of the Youth Institute. The Youth Institute is a year-round program that uses technology as an integral mechanism for promoting positive youth development and developing pathways to post secondary education and career readiness of low-income, culturally diverse urban high school youth. They built their program culture by exposing their youth to wilderness experiences. 

Brad Lupien is President and CEO at arc. arc is an after school and experiential education provider. They bridge the opportunity gap by creating transformational learning opportunities that empower youth to realize their full potential. They rely heavily on engaging youth in outdoor sports and wilderness activities.

Ashanti Branch is Founder and Executive Director at Ever Forward Club. Founded in 2004, the Ever Forward Club mentors young men of color in middle and high school by providing them with safe, brave communities that build character and transform lives.  

Dr. Mark Schillinger, DC, is Co-Founder of Young Men's Ultimate Weekend (YMUW). The purpose of YMUW is to provide young men with a weekend filled with incredible fun and challenges, while building a foundation for a confident and successful adulthood, through learning the importance of teamwork, developing a sense of accomplishment and acquiring leadership skills.

Expanding Horizons, Positive Youth Development, and SEL: The Power of Nature, Part 2

By Sam Piha

Sam Piha

Offering young people the chance to experience nature, particularly wilderness settings, provides powerful opportunities to promote social-emotional learning, build character skills, and build relationships and a sense of belonging. (See Part 1 of this blog post here.)

Below we continue our interview with youth program leaders who can speak directly to the power of outdoor and wilderness experiences for youth, especially inner-city youth.


Q: Exposing youth to the outdoors can be an expensive and complex task. For programs that do not have access to transportation or camping equipment, what is your recommendation for how they can expose their youth to the outdoors?

Bob Cabeza,
Youth Institute

Bob Cabeza, Youth Institute: I would strongly recommend partnering with agencies who have lots of experience in outdoor education as well as experience in Youth Development. Make sure that they have diverse staff as role models and leaders for the youth. Otherwise, its usually white enfranchised staff from wealthier socio-economic backgrounds and environments who are totally into the wilderness and environment due to life long access but know very little nor can empathize with inner city minority youth. 

A day trip does not give any type of long term impact that a multi-day camping wilderness experience does. They are not the same thing. Also, minority low-income youth need to gain access to beautiful nature, not just a local park. According to National Park data, over 92% of people who visit the parks are caucasian and older. We need to turn that around quickly or this generation will not have the love of the outdoors and advocate for the environment when they get older. 

We contract with other agencies and YMCA's nationally to take youth into the wilderness. I would advise programs to start small. Start with a few youth and staff and maybe a three day camping experience. That way, the cost is less and the staff gain confidence and experience as they move forward.

Brad Lupien,
arc

Brad Lupien and Staff from arc: Transportation in particular is expensive which poses a challenge for may programs. Adventure Sports and camping can be costly too.  But, parks, beaches, forests are cheap. 

Some ideas:

• There are lots of curriculum books out there for activities that can be done on a campus.  These may be east coast based and out of date but examples include; “Keepers of the Earth” and “And This our Life.”  Activities include leaf identification, nature art, gardening etc.  Essentially, you can bring nature to the schools. At the same time, getting OUT in nature is preferred.

• There are cheaper ways to get kids into nature. Los Angeles added bus routes that have stops at State Parks.  “Surf Bus” offers surf instruction and the bus for free.  Online pages offer geocaching in local parks. The DOCENTS at city, state and national parks will do group specific walks/talks for free.

• Finally, we, at arc, use the adventure outings as part of the leadership curriculum.  On campus classes and workshops on communication, problem solving, critical thinking, group dynamics are paired with culminating adventure/nature trips. This allows more expensive programs to be paired with less expensive programs which gets the overall budget to align.

Ashanti Branch, Ever Forward Club: I love the outdoor element, but it

requires an enormous amount of time and planning. To make this happen, we

Ashanti Branch,
Ever Forward Club

take advantage of the offerings of programs that specialize in taking youth on wilderness and camping trips. We partner with Bay Area Wilderness Training, which provides a gear library so that the cost barrier to getting youth outdoors is not a factor. We also partner with Young Men's Ultimate Weekend, a modern day Rites of Passage for young men. We have taken over 60 of our youth to this weekend over the years. This organization creates an outdoor weekend initiation for young men as they are making the journey from young men into mature adulthood. 

Q: What kind of experiences does your program offer youth? 

Bob Cabeza, Youth Institute: We offer a one week wilderness retreat for our Youth as an entry point to the Youth Institute to help them develop socially and emotionally before we delve into the academic and workforce skill building parts of our program. These experiences are not 'cabin camp'. They are outward bound type of experiences where youth sleep on the ground, build their own shelters, cook, clean, do orienteering, hike, climb, swim in lakes and rivers. They are intense group work learning impactful transformational experiences for youth. Our Youth bond as one family through these experiences and in numerous evaluations, this experience is what keeps them actively engaged in all areas of our program for many years. 

Photo Credit: Youth Institute

Brad Lupien and Staff from arc: What arc Adventure doesn’t offer is a cookie-cutter program. Every kid, every teenager, and every adult is unique in every possible way, so our trips are as well. The most important thing an outdoor education experience can be is accessible, so that participants feel welcome in the new environment and are encouraged to come back. We don’t make assumptions about the groups that we work with, making them fit into the “arc” culture and way of running programs. We take the time to learn the school or team culture, the comfort and participation level of the group, and the things the group wants to accomplish in their time with us, so that our program is a natural extension of their learning and a singularly memorable experience that they’ll want to repeat again and again.

Arc programming ranges from single day adventures (rock climbing, snorkeling, kayaking, mountain biking, hiking, surfing, canyoneering) to multi-day camping and backpacking trips.  Staff consist of certified guides to handle the adventures and naturalist/scientist to layer in the hands-on science.  Everyone is trained on youth development, leave-no-trace philosophy and group facilitation.  Whether working with a college, elementary school, church, or after school program we design the program to meet the unique needs of the group while always blending the “sport” with life and social skills lessons.  A day of rock climbing teaches figure 8 knots and ATC use but also how to deal with fear in our lives and how communication is a critical tool in goal setting.

Photo Credit: arc

Dr. Mark Schillinger, DC
YMUW

Dr. Mark Schillinger, Young Men's Ultimate Weekend: The Young Men's Ultimate Weekend is a modern, nonreligious, wilderness rite of passage initiation for young men ages 13 – 20. Young men of all socio - economic backgrounds attend our event in order to freely voice their concerns about becoming a man and acquire the leadership skills necessary for a responsible adulthood. Young men are in an environment where they can voice their concerns about adulthood, learn leadership skills and discover their own, personal values. The YMUW has a one-to-one ratio of mentors to young men, so young men are in a village with well-trained caring adult men who know how to model the right values.


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Bob Cabeza is Vice President of Community Development at the YMCA of Greater Long Beach and Founder of the Youth Institute. The Youth Institute is a year-round program that uses technology as an integral mechanism for promoting positive youth development and developing pathways to post secondary education and career readiness of low-income, culturally diverse urban high school youth. They built their program culture by exposing their youth to wilderness experiences. 

Brad Lupien is President and CEO at arc. arc is an after school and experiential education provider. They bridge the opportunity gap by creating transformational learning opportunities that empower youth to realize their full potential. They rely heavily on engaging youth in outdoor sports and wilderness activities.

Ashanti Branch is Founder and Executive Director at Ever Forward Club. Founded in 2004, the Ever Forward Club mentors young men of color in middle and high school by providing them with safe, brave communities that build character and transform lives.  

Dr. Mark Schillinger, DC, is Co-Founder of Young Men's Ultimate Weekend (YMUW). The purpose of YMUW is to provide young men with a weekend filled with incredible fun and challenges, while building a foundation for a confident and successful adulthood, through learning the importance of teamwork, developing a sense of accomplishment and acquiring leadership skills.

Voices from the Field: Gardening in Afterschool

Source: Real Options for City Kids

By Sam Piha

Research tells us that young people’s connection to the outdoors and nature contributes to their healthy development. This connection can be promoted by involving youth in gardening. And afterschool programs are particularly well positioned to offer gardening activities. (Note: Our series of blog posts on gardening in afterschool are excerpts from a larger briefing paper entitled, Gardening in Afterschool Programs.) 

To learn more, we interviewed Natalie Gustin-Toland, Outdoor Education and Recreation Director, Real Options for City Kids.

Q: Can you briefly describe your organization and what you are doing concerning gardening with kids? 

Natalie Gustin-Toland

A: I work with the non-profit Real Options for City Kids which provides services to youth and their families in the Visitacion Valley neighborhood, in San Francisco. We serve the community in a myriad of ways, one of which is through our Outdoor Education Program. Our program brings youth on outdoor adventures, builds skills and knowledge for youth and families, and provides weekly outdoor education, science and gardening classes to youth in afterschool programs.

Q: What are the benefits of a gardening program in afterschool for youth? 

A: There are so many benefits for youth and the general community related to gardening in afterschool. First off time in afterschool is plentiful, and we usually aren't striving to meet the rigorous academic standards like teachers are working towards during the day. We are able to provide time and space in a more flexible setting for youth to connect with natural spaces, such as gardens.

Students in afterschool are able to connect with plants and gardening informally, doing activities like digging in the dig zone, watering the plants, catching and studying bugs, sketching, and cooking with the food grown in the garden. These spaces are also frequently maintained by students after school, especially in communities who cannot afford garden educators during the day. Maintained spaces not only teach youth about how to care for nature, but also contribute to the beauty of the school overall. Caring for spaces on the schoolyard not only instills school pride, but also promotes leadership and ownership over spaces on school campuses. Another great component of gardening afterschool is the ways in which you can incorporate aspects of community engagement. This can look like growing crops which reflect cultural foods from the populations of the neighborhood. Families can be invited in to teach about crops, recipes or medicinal uses for plants grown which align with their cultural heritage. Students can also run leadership projects such as farmers markets or seasonal produce tastings for the community.

Q: What are the potential challenges?

A: Access to resources such as planting space, supplies and funds to buy supplies are all barriers to gardening in afterschool programs. Many schools have gardens, but not all are maintained, and some afterschool programs do not take place in spaces with access to nature. Finding staff with the skill set to lead classes like gardening and outdoor education can be tough as well. Lastly, finding a curriculum which fits the needs, and the skillset of the program can take some time to work out.

Source: Real Options for City Kids

Q: How should an organization prepare itself to incorporate gardening? 

A: Find the space you can garden in. You can think outside of the box if no space is available such as partnering with local community gardens, community centers or senior centers. Additionally, projects such as milk carton planting are fun as starter units for gardening if you want to try it out, that don't require an established garden. Finding a skilled teacher who has the knowledge base around caring for green spaces and growing food is also helpful. Finding a curriculum to align with is also helpful for programs that do not have capacity to design their own curriculum. Lastly, always thinking of longevity and maintenance for spaces, who cares for the garden over breaks in programming? How can you set these spaces up for success in the long run?

Q: Any resources that you would recommend? 

A: Life Lab has an awesome free gardening curriculum adapted from the late Education Outside program. Mystery Science also has fun units and curriculum to inspire. Science Action Club from the Academy of Science provides a great curriculum aligned with garden programs featuring units with topics such as bugs and birds. Additionally, you can use the apps Inaturalist or seek to engage in citizen science in your gardens! If you are looking to build existing staff knowledge around gardening practices, Garden for the Environment in San Francisco hosts workshops about gardening, however there are other organizations like this one if you are in another place, even checking out local garden stores for flyers or other community connection leads.

Source: Real Options for City Kids

Q: Are there any organizations to consider partnering with? (community gardens, parents, local businesses, etc.) To get donations? To learn more? 

A: I highly recommend finding a local garden partner. In Visitacion Valley we partner with the Visitacion Valley Greenway. With them we have access to experienced gardeners, supplies and gardening space for larger scale projects. We are also always on the hunt for grants which will help fund furthering our gardens, the Whole Kids grant for example is a great one, it also comes with resources to learn and support your program! 

Additionally, there can be lots of local businesses and organizations to support. Here in the SF area, we have reached out to local businesses such as Sloat Gardens, and Flora Grubbs Gardens for donations. Our chapter of the California Native Plant Society also has supported us with donations of plants, and a plan for where to plant them.

Q: Would you offer any additional tips for program leaders? 

A: Make sure you connect with community members in the spaces you plant at, and make sure the spaces aren't already spoken for, or that stakeholders don't already have plans for them is helpful if applicable (i.e. classroom teachers if at a school, PTA etc.). Additionally, gaining community investment, what would the community like to see in those spaces? Pollinator attracting plants? Trees or tall plants for shade? Food growth for cooking classes? This can help you shape your plans for your classes or clubs.

Source: Whole Kids Foundation

MORE ABOUT…

Natalie Gustin-Toland is a San Francisco Bay Area-based educator who has dedicated her career to serving in the Outdoor Education and Out of School Time fields. Over the past decade she has focused her work on program management, working in spaces such as summer programs, afterschool programs, outdoor education programs, and other community-based spaces. She is passionate about bringing a focus on equity and access to the table, and ensuring that these principles remain integral to all aspects of her work. Connecting communities to the outdoors in order to foster lifelong passion and agency in nature is the cornerstone of Natalie's purpose. 

Real Options for City Kids Since 1994, R.O.C.K. has served the needs of children in the community by providing structured programs that foster personal development within a safe, loving and supportive environment. With the help of our programs, children who might not otherwise have a reasonable chance to succeed are granted a level playing field.

Understanding Gender Identity: An Interview with a Child Development Specialist, Part 1

We are reposting this blog to acknowledge the last day of LGBTQ+ Pride Month. To read part 2 of this interview, click here.

By Sam Piha

There is a growing awareness in our society that gender is more than the sex that is assigned at birth. Gender identity is no longer an esoteric concept for child development experts. The importance of understanding gender identity is increasingly important for educators and leaders of youth programs. 

In a previous post, Understanding Gender Identity in Young People, we reviewed the terminology surrounding this topic. 

In this post, we interview Dr. Diane Ehrensaft to shed more light on this topic. She specializes in research, clinical work, and consultation related to gender-nonconforming children. Diane is an associate professor of Pediatrics at the University of California San Francisco and a developmental and clinical psychologist in the San Francisco Bay Area.   

Dr. Diane Ehrensaft

Q: Is gender inborn or learned? 

A: As implied in the title of my book, Gender Born, Gender Made, the answer is neither—it’s both. Each one of our genders includes a combination of nature, nurture, and culture. To really answer this question, of inborn or learned, we have to differentiate gender identity from gender expressions: gender identity is our inner sense of self as male, female, or other; gender expressions are the ways we show our gender to the world—our appearance, our activities, our words, our ways of relating to the world.  

Present research indicates that our gender identities have a strong constitutional loading, while our gender expressions have a stronger social, cultural loading, but that both gender identity and gender expressions can have elements of all three influences—nature, nurture, and culture.  

Regarding nature, the most important concept to mark is that gender does not lie between our legs; it lays in our brains and our minds, and the messages those brains and minds send to you inside about what your gender is are paramount.

Q: Developmentally, when does this happen? 

A: Our old developmental theories said one thing, newer developmental theories say another. I’m going to answer according to the new. By the second year of life a toddler can exhibit both understanding of the gender label given to the child by the outside world (i.e., They call me boy; they call me girl) and their own internal sense of their core gender which will either match that label (the cisgender child) or show the incipient signs of being opposed to that label, as when a toddler, upon developing language, says, Me not boy, me girl. From age two to six, we all learn what it means to be a boy or girl or other, in other words, how to “do” our gender. We learn this through observation, direct teaching or coaching, even gender policing, and through our close relationships with those around us.  

By age six, most children will have a fairly stable sense of their gender identity, but not all children do, and some children may go through several iterations throughout their childhood until they land on “the gender that is me.”  The most important element in this developmental process is that the adults around the child allow children the freedom to establish their own gender selves, rather than have it dictated by others. 

Notable is that in traditional gender theories it was expected that for a child to have successfully reached their developmental markers regarding gender identity, they must have a clear and stable sense of themselves as boy or girl by age 6, and that sense should match the sex assigned to them at birth. But if a child says, “Hey, you all have it wrong, I’m not the gender you think I am” that child is not acknowledged as capable of having a stable gender identity by age six. That child is told, “You are too young to know.” That child is a member of our youngest cohort of transgender people, and we have to ask the defenders of the traditional developmental theories—How come a cisgender child can know who they are by age six, but a transgender child cannot?

Q: What is gender fluidity? 

A: Gender fluidity is living outside binary gender boxes—male/female; boy/girl. It also indicates a flexibility and creativity in composing for oneself a gender mosaic, if you will, based on a potpourri of the social expressions of gender within one’s culture and also on an internal sense of self as neither male, female, but somewhere in between or all and any rather than either/or. A child can be gender fluid at any moment in time (think pink boys) or over time (ballerina for awhile, then Darth Vader, then a “gender hybrid”).

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Diane Ehrensaft, Ph.D. is an associate professor of Pediatrics at the University of California San Francisco and a developmental and clinical psychologist in the San Francisco Bay Area, with a private practice in Oakland, California.  She is Director of Mental Health of the Child and Adolescent Gender Center and chief psychologist at the Child and Adolescent Gender Center Clinic at UCSF Benioff Children’s Hospital. She specializes in research, clinical work, and consultation related to gender-nonconforming children, lecturing, publishing, and serving as an expert witness on both topics nationally and internationally.

Dr. Ehrensaft is author of Gender Born, Gender Made; Mommies, Daddies, Donors, Surrogates; Building a Home Within (co-edited with Toni Heineman); Spoiling Childhood; Parenting Together; and the new release, The Gender Creative Child.  Dr. Ehrensaft serves on the Board of Directors of Gender Spectrum, a national organization addressing the needs of gender-expansive children and their families. 

Addressing COVID Isolation: Get Kids Moving! (Part 1)

Source: A World Fit for Kids

By Sam Piha

Many youth who returned to school this year were socially isolated due to the pandemic. While schools are concerned with academic learning loss, schools need to understand that young people may be fearful and anxious. How can we help? Get kids moving!

During the COVID shutdowns young people had few opportunities for exercise and playing with friends. 

Research suggests that physical activity can help young people recover from isolation experienced due to the COVID pandemic. Research also suggests that physical activity in nature can help young people recover from the isolation and fear experienced due to the COVID pandemic. To learn more, check out our LIAS Blogs on Play and Nature.

Source: Girls Inc.

“Our results suggest for those students that are returning to school and that were socially isolated ,” Enrique Pérez-Cardona, a professor, and the chairman of the education department at the University of Puerto Rico said. “The school has to be prepared and define a good physical education program, so those children can try to release those negative effects of isolation.” - Sarah D. Sparks, Kids Are Feeling Isolated. P.E. May Help Them Bounce Back 

“At a time when recess and physical education programs may feel a squeeze from schools seeking more time for reading or math, studies suggest boosting students’ physical activity time also has an important role. It may help students rebound from the social isolation many have experienced during the pandemic.” – Sarah D. Sparks, Kids Are Feeling Isolated. P.E. May Help Them Bounce Back 

To learn more, we interviewed three youth development experts: Ed Center from The Village Well and Brad Lupien and Bob Lund from ARC Experience. You can find a complete bio for these experts at the end of Part 2 of this blog.

Q: Research suggests that physical activity can help young people recover from isolation experienced due to the COVID pandemic. Do you believe this is true?

Ed- This is key in a biological and a sociological way. Stress itself is not a bad thing. Stressful events are part of life and can help us build assets and resiliency. Stress becomes toxic when we are unable to complete stress cycles, meaning that our fight-flight systems kick in with adrenaline and cortisol, but we don't move through them into safety, resolution, and calmness. 

The simplest way to complete a stress cycle is to move. A brisk walk is great, dancing is phenomenal, soccer is transformative. Physiologically, this metabolizes the stress hormones and brings us back to equilibrium. The social components of physical activity are equally important. Young people connect through physical play, whether through organized sports, dance, or skipping stones across an urban lake. 

Source: NHP Foundation

Every teacher and afterschool leader reports that we've seen a delay in social skills over the last three years. Outdoor play, supported by nurturing adults, offers a perfect environment for kids to build these skills and form the connections with peers and adults that are the hallmark of positive youth development.

Brad and Bob- Absolutely. We are seeing that, in addition to learning loss and socialization issues caused by the COVID pandemic, many of our students have seen downgrades in their physical fitness. Getting outside and moving around, especially with a group of friends, allows many of our students to not only improve their physical health, but also their mental health and feelings of connectedness as well.

Q: Research also suggests that physical activity in nature can help young people recover from isolation and fear experienced due to the COVID pandemic. Do you believe this is true?  

Brad and Bob- Outdoor education is a great way to experience the world around them while affording opportunities to socialize in a safe manner. When properly done, guided physical activity in the outdoors has a litany of benefits, including building community and trust with peers, reducing feelings of isolation as well as providing opportunities for self-control and to demonstrate grit.

Q: There is pressure for afterschool programs to divert their resources away from things like physical activities and outdoor ed to address academic learning loss. What are your thoughts on this?

Ed- Yes, we have a learning loss crisis and need to address that. What perpetuates that crisis? In large part, we have a mental health services gap, a connection gap, and a lingering malaise for black and brown youth whose families bore the brunt of pandemic sickness, death, and economic difficulty. My son goes to a tony private school. Are they freaking out about learning loss? No. They are giving themselves years to help their students catch up, in the meantime they continue to emphasize field trips, experiential learning, service learning, sports, dances, and social activities. Let's stop quantifying poor kids as numbers that need to be improved and start creating rich learning experiences to prepare them for life. These experiences include connection, wonder, play, and movement.

Brad and Bob- We’ve all heard the saying “what gets measured gets done” and this is often all too true in K-12 education. Unfortunately, this has meant a shift towards standardized testing and numerical evaluation of our students and those numbers—which get measured very precisely—become the focus rather than on building whole, well rounded individuals. 

Physical activity and exercise are important parts of the human experience, even if they aren’t as easily quantifiable as a math test. Programs that encourage students to move and play provide a wealth of positive results, including improving student’s mental health, and can provide a force multiplier effect, increasing the student’s performance in the other parts of their school day.

TO BE CONTINUED IN PART 2.

UPCOMING WEBINARS:

Do your children or students trigger you? Do you match anger with more anger? Or do you want to hide from conflict? When we face certain situations, our bodies react with fight/flight reactions. You CAN interrupt these reactions and replace them with productive responses. You can hold calm power, both inside and out.

This webinar will dive into the habits, tools, and techniques that help both you and your kiddos stay regulated. We’ll cover:

• Your reactivity profile,
• Closing the stress cycle,
• Regulation techniques for kids and grown-ups,
• Mindfulness for the fidgety,
• Personal wellness plans,
• What to do when the sh*t hits the fan

To learn more and register, click here.

Play comes natural to kids and to out-of-school time educators! Research across youth development and education fields have identified principles that define playful learning and the positive youth outcomes that can come from intentional play. In this webinar, we will explore this topic and learn about free resources you can use to incorporate high-quality playful learning opportunities into your programs and how to advocate for more play in the lives of children. To learn more and register, click here.

Growing Together: Cultivating Inclusivity in Our Community Garden

Source: Akoma Unity Center

Research tells us that young people’s connection to the outdoors and nature contributes to their healthy development. This connection can be promoted by involving youth in gardening. We will post several LIAS Blogs on the topic of gardening in afterschool. Below we offer a guest blog from Akoma Unity Center on their community garden project. (Note: Our series of blog posts on gardening in afterschool are excerpts from a larger briefing paper entitled, Gardening in Afterschool Programs.) 

Growing Together: Cultivating Inclusivity in Our Community Garden

By Guest blogger Akoma Unity Center. (This blog was originally published on Akoma Unity Center.)

Introduction

In a fast-paced world, finding a tranquil oasis where individuals of all ages and backgrounds can come together and connect with nature is a rare gem. Our community garden, nestled in the heart of the city, is precisely that and so much more. Beyond being a sanctuary for plant enthusiasts, it is a thriving hub that celebrates diversity, fosters collaboration, and cherishes the spirit of shared learning. In this blog post, we invite you to explore how our community garden has blossomed into a truly inclusive space, embracing everyone, regardless of their age, background, or gardening experience.

Cultivating Diversity

Step foot into our community garden, and you’ll witness a vibrant tapestry of faces and stories from various walks of life. We take immense pride in providing an open-armed welcome to individuals of all ages, backgrounds, and levels of gardening expertise. Whether you’re a seasoned gardener or a complete novice, you’ll find yourself embraced by a warm and supportive community.

Source: Akoma Unity Center

The Power of Collaboration

At the heart of our community garden lies the essence of collaboration. Here, gardeners don’t just tend to their own plots; they work together, exchange ideas, and lend a helping hand. It’s a place where experienced green thumbs generously share their knowledge with beginners, fostering an environment of growth and camaraderie. Through joint efforts, we not only cultivate beautiful blooms and delicious produce but also cultivate lasting friendships.

Respect and Understanding

Respect is the cornerstone of our garden’s culture. We celebrate the uniqueness of each individual, understanding that our diverse backgrounds enrich our collective experience. Here, conversations flow freely, and perspectives are exchanged with an open mind. We learn from one another, breaking down barriers and building bridges of understanding that transcend age, culture, and language.

Source: Akoma Unity Center

Learning Together

Our community garden is more than just a place to dig in the dirt; it’s a haven of continuous learning. Seasoned horticulturists share their wisdom through workshops and tutorials, while young enthusiasts infuse the space with fresh ideas and innovations. Together, we explore sustainable gardening practices, experiment with new crops, and embrace the ever-evolving world of horticulture.

An Inclusive Space for All

As the sun sets behind the horizon, casting a golden glow on our bountiful garden, the sense of belonging is palpable. Children play, elders share stories, and friendships blossom across generations. Our community garden is a testament to the power of inclusivity, where the simple act of planting seeds cultivates a sense of togetherness.

Conclusion

Our community garden stands as a living testament to the beauty of embracing diversity and nurturing an inclusive space. It is a place where laughter reverberates, friendships flourish, and a shared passion for nature unites us all. As we invite you to step into this blossoming sanctuary, we extend an open invitation to everyone, welcoming you to become a part of our green family. Together, let’s continue sowing the seeds of inclusivity, respect, and shared learning in the fertile soil of our community garden.

MORE ABOUT…

Akoma Unity Center (AUC) is a 501 (c)(3) non-profit, grassroots organization committed to the progress of African American youth, families, and communities. Akoma’s programs and services are specifically designed to meet the needs of historically excluded African American youth and communities. Programs include; Afterschool Program, Summer Day Camp, SOUL FOOD Community Dinner Night, male mentoring program, Rites of Passage, Advocacy for youth of color, STEAM Fair- Back to School Giveaway and Toy/Coat giveaway.

At Akoma Unity Center, the unwavering mission is to educate, heal, and transform historically excluded communities of Black, Indigenous, and People of Color (BIPOC). They are dedicated to creating a more equitable and just society by organizing individuals, cultivating healthy families, and empowering communities to overcome systemic barriers. Through their comprehensive programs and initiatives, they strive to foster holistic healing, educational empowerment, and economic opportunities. By addressing the unique challenges faced by BIPOC communities, they aim to dismantle inequities, uplift voices, and create sustainable change.