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.

Hiring Older Workers in Afterschool

Source: Americorps Seniors

By Sam Piha

A solution to the afterschool program worker shortage AND the need to diversify staff is hiring and deploying older adults or “wisdom” workers. We are working to raise understanding and awareness of the impact of hiring older adults to work in afterschool programs and how youth programs can utilize this talent pool.  

There are multiple benefits of bringing on older workers. These benefits involve many of our stakeholders. The benefits below are listed in generationsworkingtogether.org and The 10 Benefits of Connecting Youth and Seniors written by Jenée Mendillo, Bayshore Home Care. 

• Youth
• Fill a void for children who do not have grandparents available to them;
• Provide an opportunity to learn new skills and understanding of history.

•  Older Adult Workers
• Gives a sense of purpose;
• Invigorate and energize older adults;
• Provide an opportunity to learn new skills;
• Improved health and wellbeing: Some studies have found that intergenerational practice can have positive impacts on health and wellbeing, including reduced feelings of loneliness and improved physical and mental health outcomes. 

• Workplace
• Increased understanding and respect: Intergenerational practice can help to increase understanding and respect between different generations and can help to reduce negative stereotypes, bias, ageism and prejudices;
• Intergenerational practice can help to build a stronger more inclusive workplace by bringing people of different ages together and promoting understanding and cooperation;
• Administration: In addition to working directly with kids, older adults come with past experiences that can be very useful in the administration realm. 

• Larger Community
• Increased opportunities for volunteering and civic engagement: Intergenerational practice can provide opportunities for individuals of all ages to get involved in volunteering and civic engagement, which can have numerous benefits for both the individual and the community;
• Enhanced community cohesion: Intergenerational practice can help to build stronger, more inclusive communities by bringing people of different ages together and promoting understanding and cooperation;
• Increased understanding and respect: Intergenerational practice can help to increase understanding and respect between different generations and can help to reduce negative stereotypes, bias, ageism and prejudices. 

Source: Americorps Seniors

MYTHS ABOUT OLDER WORKERS

Lin Grensing-Pophal shares in The Benefits of Wisdom and Experience, “The Society for Human Resource Management (SHRM) name and debunk myths and stereotypes about older workers:

• Myth 1: Experienced workers are more expensive. It used to seem logical that the longer an employee worked for an organization, the more costly they became. That's no longer the case as more organizations have moved to performance and market-based pay models rather than the tenure-based models. 
• Myth 2: 'Older' workers fear technology. With the right resources and training, anyone can learn, adapt, and embrace technology. Regardless of age, we all learn new programs and applications all the time. 
• Myth 3: Over time, people stop caring about their work. Employers and their HR advisers will likely be glad to hear that more experienced workers are engaged workers. SHRM reports that 65 percent of employees over age 55 are engaged at work. 
• Myth 4: 'Older' workers have more health problems. According to SHRM, younger workers actually take more sick days. 
• Myth 5: 'Older' workers resist change. SHRM reports that more startups are founded by older people than younger people.” 

RESOURCES TO LEARN MORE

ORGANIZATIONS

• AARP Foundation- Experience Corps  
• Americorp- Senior Corp
• Co-Generate
• Parentis Foundation
• Generations Working Together

ARTICLES

• The Benefits of Wisdom and Experience
• 10 Advantages Inter-Generational Diversity Brings to the Workplace 
• The 10 Benefits of Connecting Youth and Seniors

WEBINAR TRAINING
Hiring Older Adults in Afterschool Programs

This webinar is designed to raise understanding and awareness of the impact of hiring older adults to work in afterschool programs and how afterschool programs can utilize this talent pool. It will review the benefits of an age- diverse staff, provide program examples and tips on recruiting, train and utilize older “wisdom” workers in administrative and direct service positions. We will also share resources for afterschool leaders. We recommend this webinar to program and organizational leaders and program staff as they consider the best ways to recruit and incorporate multigenerational staff into their program.

 

To learn more and register, click here.

Starting A Gardening Club: Tips for Program Leaders

Source: Healthy Food Choices in School 

By Sam Piha

For program leaders wanting to incorporate gardening into their programs, it is helpful to learn from others, which can include visiting other programs. Below we offer tips from practitioners that may be useful. (Note: Our series of blog posts on gardening in afterschool are excerpts from a larger briefing paper entitled, Gardening in Afterschool Programs.) 

The Healthy Food Choices in Schools organization offers several tips for those considering a gardening club or project:

“Many students participate in after school activities to extend their learning opportunities and spend more time with friends during the day. Afterschool garden clubs provide a great way for students to learn about gardening and gain hands-on experience growing their own food and tasting the fruits (and vegetables!) of their labor.

Pick your space: Every garden needs sun, soil, and water. Pick your ideal sun or shade garden location on school grounds, giving thought to your need to deliver items like loads of soil and seedlings, and your access to drinkable water. Other things to consider are whether you need space to push a wheelbarrow, and if you have storage nearby for garden tools. Give yourself time for construction of any raised or in-ground beds, and for bed preparation. 

Pick your growing season: Decide if you want to host a fall garden club, a spring garden club, or a year-round club, and decide how frequently your club will meet. During the warmer gardening months, a lot can happen in a week! Pick your crops based on season, and length of growing time. Students will be most excited to see crops go from seedlings to fruit stage, and then to harvest. 

Source: Smithsonian Gardens

Water: Your garden will need water—lots of water. Make sure that you have access to a hose that provides drinkable water throughout the garden season. It’s a good idea to create a watering schedule and have backups

Safety first: All in-ground garden spaces should have the soil tested for lead and other contaminants prior to planting. One exception is if you are starting a container garden and using bagged soil and organic matter that you know to be free of contaminants. When adding soil to your garden beds, be sure it is an appropriate soil mix for growing produce. Also consider whether your garden needs fencing to keep out deer, rabbits, raccoons, or other critters that enjoy fresh produce. You will want to ensure that anything you put on the garden is safe for children to handle, and that the produce will be safe to eat. Use of manure and pesticides are not acceptable practices for youth gardens.

Gather supplies: Make a wish list of your garden supplies and circulate it to your school community. You will likely get many hand shovels, rakes, and buckets. School fundraisers are another great way to get funds for larger items like wood for bed construction, wheelbarrows, hoses, and fencing. Local businesses may be willing to donate supplies, and many organizations have grant funding available for school garden projects. A minimal list to get started includes soil, seedlings/seeds, a hose, shovels, and gloves for participants.

Choose a theme: Remember that the garden is more than just a growing space—it is an outdoor classroom. Many students enjoy growing gardens that have themes. Popular ones include pizza gardens, herb gardens, butterfly/pollinator gardens, and native plant gardens. You can also create an ABC garden, a math garden, storybook garden, or international garden to reinforce classroom concepts. Have students decorate the garden with creative signage.

Manage expectations: Gardening is a wonderful learning experience. It is also an exercise in patience, trial and error, and working with uncontrollable variables like the weather. Visit other school gardens for ideas and inspiration, and get the students involved from the start..” [1]

“By incorporating a garden into an afterschool program, educators can create a dynamic and enriching environment that promotes active learning, fosters a connection with nature, and encourages positive health and environmental habits among participants.” [2]

Additional tips for incorporating a garden into an afterschool program are offered by Damon Carr (Farming the Future):

“Engage Stakeholders: Involve parents, teachers, and community members in the planning process to build support and ensure the garden aligns with the afterschool program's goals. 

Start Small: Begin with a manageable garden space and simple gardening activities, gradually expanding as the program gains momentum and student interest grows. 

Design Theme Gardens: Create theme gardens, such as a sensory garden or a pollinator garden, to provide diverse learning opportunities and sensory experiences. 

Tailor Activities: Adapt gardening activities to accommodate various age groups and abilities, ensuring that all participants can actively engage in the garden. 

 Source: The Urban Garden Initiative

Hands-On Learning: Use the garden as a hands-on learning environment, incorporating science, math, and environmental lessons into gardening activities. 

Cultivate Creativity: Encourage artistic expression by incorporating garden-related art projects, such as garden sculptures or nature-inspired crafts. 

Healthy Snacks: Use harvested produce to promote healthy eating habits, offering fresh snacks or hosting cooking activities with garden-grown ingredients.  

Environmental Stewardship: Teach students about environmental stewardship and sustainability through composting, water conservation, and eco-friendly gardening practices. 

Garden Journals: Have students keep garden journals to document their experiences, observations, and reflections throughout the gardening journey. 

Community Events: Host garden-related events, such as garden tours, harvest celebrations, or family gardening days, to involve the broader community and showcase the program's impact.” [3]  

For more information or to implement a garden program in your school, contact Damon Carr at: Damon@ftfeducation.com

PARTNERSHIPS
Partnering with others can be very beneficial. We offer some ideas below:

Community Gardens
According to Smithsonian Gardens, “It is not the first time Americans have turned to community gardens to reshape city life. The community gardens we see in cities today have evolved from a long history. Since the 1890s, Americans have turned to the garden to confront social problems such as economic recession, war, urban decline, and environmental injustice.” [4]

Source: Smithsonian Gardens

“Many urban reformers began to create school gardens for children, particularly those of immigrants and lower-income residents. Educators feared urban life would have negative effect on children. Gardens, they hoped, would be a way to connect youth to nature, teach them responsibility, and improve their physical health.” [5] 

Is there a community garden nearby? If so, consider partnering with the community garden. 

Other Community Partners
Incorporating gardening in an afterschool program can be supported by enlisting partners to assist by donating funds, materials or labor. Partners can include:

• Nonprofit organizations, such as local garden clubs or community youth organizations.
• Community businesses, such as nurseries, hardware & lumber stores or businesses that sell gardening supplies.
• Parents and Individuals from the larger community can provide volunteer labor or donations. They can also serve as gardening experts. 

It is best to involve youth when enlisting partners or funding. Perhaps your youth participants can help identify businesses in the community that might be appropriate for a donation request and deliver the request themselves. Young people can also design posters that identify businesses that support the gardening program, which they can display in a window. Young people can also design and deliver thank you cards for businesses that donate.

END NOTES

[1] After School Garden Clubs: Planting Seeds for Success
[2] Tips for Incorporating a Garden into an Afterschool Program
[3] IBID.
[4] Grown from the Past: A Short History of Community Gardening in the United States
[5] IBID.

A GUIDE TO WINTER BREAK

 

: 

Source: Edutopia

Enjoy Your Holiday!

All of us at Temescal Associates and the How Kids Learn Foundation wish you a peaceful and restful holiday! 

 

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.

 

Gardening in Afterschool Programs

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. Perhaps you have a staff  member, teacher or parent who has a passion for gardening and who could lead the “club”. (Note: Our series of blog posts on gardening in afterschool are excerpts from a larger briefing paper entitled, Gardening in Afterschool Programs.) 

“By incorporating a garden into an afterschool program, educators can create a dynamic and enriching environment that promotes active learning, fosters a connection with nature, and encourages positive health and environmental habits among participants.” [1]

BENEFITS OF ENGAGING YOUTH IN GARDENING
There are many benefits for young people who are engaged in gardening. 

“Through school gardens, students become stewards of the environment and gain a stake in the community and the world. This empowers them to discover the connections between personal health, education and opportunity.” [2]  

According to author Brianna Flavin (Rasmussen University), there are many benefits to engaging children and adolescents in gardening activities: 

“1. It encourages them to eat healthier: It makes some intuitive sense. Half the fun of gardening is getting to eat what you grow. But the positive effect a sun-warmed strawberry has on your little ones will continue to ripple throughout their lives. 

2. It provides engaging, moderate exercise: If you’ve ever spent an afternoon in the garden, you’ve probably experienced time flying and sore that students involved in hands-on school gardening programs developed. 

“These days all kids could benefit from a little more physical activity and sunshine they’ll get while gardening. Activities like moving soil, carrying a heavy watering can, digging in the dirt and pushing a wheelbarrow can promote gross motor skills and overall strength for a more fit body. Plus, these activities, known as “heavy work,” have been shown to help kids stay calm and focused.” [3] 

3. It builds a sense of confidence: Teachers and parents alike recognize how crucial confidence can be in a child’s ability to grow and learn. The process of tending a plant and seeing it bloom or produce food takes time and patience, but the payoff in satisfaction is equal to the investment. 

Source: Rethink: Rural

“It is wonderful for building a child’s sense of competence, as they engage in a real-life activity that they might have previously seen as only for adults. Give any children the experience of dabbling a tiny seed into a hole, watering it, protecting it and watching it explode into life and growth—and they might just feel like they have magic powers!” [4]

4. It develops STEM & analytical abilities: Gardening exercises important reasoning, initiation, planning and organization skills,” Matthews says. She advises parents or teachers to have their kids do a little gardening research before diving in. Children can read up on the various stages of growth, the tools they’ll need or different ways the plants are used after they grow. For even further development, Matthews suggests working on math and science skills by encouraging your children to observe their plants’ life cycles. 'Children can measure their plants or make other observations and record their observations in a journal.' 

5. It relieves stress: The main benefit of gardening is learning to relax,” says counselor and maternal child nurse Orly Katz, LCPC. Katz emphasizes that gardening helps children make a habit of calming themselves. “Gardening allows kids to be alone, it allows them to breathe fresh air and be in peace by themselves.” Research indicates that the calming effect gardening has on the brain extends even beyond
the actual act of gardening.  

6. It improves focus & memory: Consistent involvement in gardening can contribute to improved alertness, cognitive abilities and social skills, according to Garden Organic. The act of gardening as a therapeutic treatment (known as horticulture therapy) has shown to be particularly effective in rehabilitating motor, speech and cognitive abilities after illness. The improvements in memory and attention were even more significant when children engaged in an activity outdoors, such as—you guessed it— gardening! 

7. It positively impacts mood & psychological wellbeing: Increased memory and focus are fabulous. But that is only part of the positive influence gardening has on the human brain. Garden Organic states that elements of gardening have the ability to trigger emotions in people.  Well beyond mood, gardening can also serve as a powerful therapeutic tool against depression and anxiety. Gardens and the act of gardening have been found to have a positive impact on peoples’ health and wellbeing.” [5] 

Amy Morin, LCSW (Very Well Family) adds to these named benefits:

• “Plant Care Fosters Responsibility: Whether it’s flowers or vegetables, caring for plants helps teenagers develop responsibility. They also gain a sense of accomplishment and self-confidence as they raise small sprouts into full blooming beauties. 
• Plants Offer a Great Way to Connect: Plants can be a great tool for bonding with aloof kids or to help teen siblings connect in a way that doesn't involve arguing.” [6]

End Notes

[1] Tips for Incorporating a Garden into an Afterschool Program
[2] Garden Education
[3] Gardening With Kids: How It Affects Your Child’s Brain, Body and Soul
[4] Gardening for Kids: 7 Reasons Planting Seeds Enriches Their Lives
[5] IBID.
[6] Benefits of Gardening for Teens

How to Talk with Kids About the War in Gaza and Israel

Source: www.unsplash.com

The news coverage of the Israel-Hamas war has shown war crimes on full display. These images, which include injured and dead children, are very disturbing, especially for young people. We understand that the war is very contentious with crimes against humanity being committed on both sides. Despite our thoughts on who is to blame, it is important to focus on the need for humanity when discussing this with kids. 

Maryam Abdullah, Ph.D., is the Parenting Program Director of the Greater Good Science Center. She is a developmental psychologist with expertise in parent-child relationships and children’s development of prosocial behaviors. In her article, How to Talk with Kids About the War in Gaza and Israel, (originally published by the Greater Good Science Center), she writes:

“Parents and families across the world have been distressed by the war in Gaza and Israel. Those who are there (or who are connected to the people of the region) may grieve for loved ones who have been killed or fear harm and devastation. Parents everywhere struggle to understand what’s happening and how to feel about it, and to talk with our kids about the images as well as the absence of humanity and compassion they see in the news and on social media. 

In previous global conflicts, Greater Good turned to two researchers to gain insights about how to talk with kids about humanitarian crises. Abigail Gewirtz is a professor of psychology at Arizona State University; Shauna Tominey is a professor of human development and family sciences at Oregon State University. Here are six tips adapted from two Greater Good articles about their work: “How to Talk with Kids About Scary News” and “Five Tips for Talking with Kids About What’s Going On in the World.” 

1. Tend to your own needs- “It’s not until you recognize what your stress level is—how you are feeling—that you are really able to help anybody else,” says Gewirtz. As we search for wise words to help our children make sense of violence and inhumanity, we, too, need to acknowledge our heartbreak. Find ways to connect with your community of friends and loved ones and receive their compassionate support. 

2. Seek to understand more deeply and listen- “Taking time to go beyond the headlines and learn more can build our knowledge and understanding of a topic so that we can feel comfortable talking with children in a way that is developmentally appropriate, as well as clearing up misconceptions,” says Tominey. 

Once you know more about the context of the conflict and feel more prepared to have a conversation, you can invite your child to tell you what they’ve been hearing or wondering about it. Listen attentively to their thoughts and questions. Be curious and make space for them to keep sharing their perspective with you. 

3. Be humble and honest- “Even if you don’t have an answer to a question, talk together about strategies to look up information from sources you trust, and about what makes a source reliable,” says Tominey. 

Look for news sources that go beyond your bubble and that represent holistic perspectives. Teach your children how to be critical consumers of news and to seek out different viewpoints that represent an assortment of voices. Show them how to be aware of misinformation, which has been rampant on social media. 

Source: Greater Good Science Center

4. Prioritize humanity- While war is one of the most traumatic parts of the news right now, our conversations with our children about Gaza, Palestine, and Israel do not only have to be about this moment. We can talk to our children about individual people from these places and their life stories. 

“Your children will have friends, classmates, and community members now and in the future with diverse identities and from diverse backgrounds,” says Tominey. “Through these conversations, we can help teach children that the identities and cultural traditions each person carries are just as important to them as yours are to you.” 

Help children understand that all people have inherent worth so that they come to see themselves and others as global citizens–all of whom strive to live in dignity. 

5. Help your children to take compassionate action- “The really important thing for parents to understand is that, just like us, children need to feel that there is something they can do,” says Gewirtz. “All of us feel more awful if we feel totally helpless—and our children are no exception.” 

For example, some children may want to find ways to donate to humanitarian organizations that are helping to provide aid. Older children may want to participate in marches to express themselves non-violently. 

6. Be a haven for children to navigate their emotions- “Let them know that all feelings are OK,” says Tominey. “Help your child express their feelings in healthy ways, such as by talking about them; sharing feelings through stories, artwork, and play; taking a walk; or in other ways.” 

While violence and intergenerational trauma are realities of our world, nurturing a loving space for our children’s emotions can help them learn that compassion is, too. “Trauma tries to convince us that compassion, community, and humanity aren’t possible,” writes psychiatrist Paul Conti in his book, Trauma: The Invisible Epidemic. As parents, we can show our children not only how to imagine these possibilities but to also act to make them achievable. 

For additional resources, see “Nine Tips for Talking With Kids About Trauma.” 

You can learn more by watching the video below from PBS News Hour and reviewing these LIAS Blogs (titles linked below) on talking with kids about troubling news. 

• Talking with Kids After Tragedy Strikes Again
• When There are Disturbing Events that Fill the Airwaves...

Today We Are Thankful

We know that the holidays are a time to remind us to be thankful for what we have. From all of us at Temescal Associates and the How Kids Learn Foundation, we wish you a peaceful and restful holiday! We are most grateful to all of you who work hard to support our youth in out of school time. 

Hiring Part-Time, Temporary Staff to Work with Youth Isn’t Okay Anymore

Source: Rebecca Fabiano 

By Guest Blogger Rebecca Fabiano, Founder & President of FAB Youth Philly. (Note: This blog was originally published in Youth Today.)

We did something revolutionary with our two newest job postings in our youth program: offered them as full-time, year-round positions. Typically, these positions are part-time, hourly, temporary positions — and that is simply not working for us, or for our field, any longer.

Like many out-of-school time and afterschool programs, we’ve had to hire program staff at least two, even three times per year. While the function of these positions might be similar or even the same, because the time of day for the programs differs so greatly, we often have to hire different staff.

This creates a cycle of recruiting, interviewing, on-boarding, training, and off-boarding that is counterintuitive and counterproductive to the things we stand for in our field: positive relationships between youth and adults and equitable, career paths that have a living wage. It costs organizations of all sizes, but especially small organizations like ours, significant amounts of time and money, including for job postings, clearances, swag, and staff salaries. It takes up valuable time that could be put towards programming, staff training, community engagement and more, because we are doing it every three, six and nine months to be able to staff our afterschool and summer programs.

This approach to hiring is rooted in the nonprofit industrial complex and concepts like scarcity thinking. It is a waste of time, money and talent and keeps the very people we say add value to our organizations poor and less able to establish a meaningful career in our field. But most of all, for us, at Fab Youth Philly, this hamster wheel of hiring keeps us from building and maintaining trusting, caring and consistent relationships with the teens and their families we work with. If there is a new person from an unknown phone number calling or texting or sending an email every six months, how is a teen supposed to feel connected to us? How do caregivers know who to contact if they have a question or concern?

Source: Temescal Associates

“But what will these new hires do all day?” you ask. They will do and get paid for the things we ask them to do for free or outside of their work hours or for the “passion for the work”.

They will be able to attend community meetings and conduct outreach and build relationships. They will have time for planning and curriculum development. They will have time to collaborate with their colleagues — and we are hoping, as we continue to build relationships with schools and other youth-serving, nonprofit organizations and businesses. They can provide additional support in schools or public libraries or offer clubs during the day at school or at childcare centers. We see these full-time positions serving as a bridge between the school day and out-of-school time.

If you or someone you know are interested in this approach, check out the job description and others currently available on our FAB Youth Philly website. And if you’re a youth-serving organization who wants to follow the same path, here are three ways to get started:

1. Talk with your board of directors. Consider whether this move aligns with your organizational values and goals; if not, work with your board on what might need to shift. 

2. Review your budget and see where there is room to create full-time positions. We had some under-spending and talked with one of our funders about allocating this funding for the purpose of hiring full-time staff. You may have to plan a year or more out before you can offer a full-time position.

3. Talk with current or potential funders about your hiring goals and see if they are interested in testing this concept with you.

Rebecca Fabiano is the president and founder of Fab Youth Philly. For nearly 25 years, she has worked in various capacities across nonprofit and youth-serving organizations, served on boards and helped to build solid youth programs that engage, encourage, and create spaces for positive development. 

Strategies to Improve School Attendance for Schools and Policy Makers

Source: California YMCA Youth & Government

By Sam Piha 
(Note: Our series of blog posts on chronic school absenteeism
are excerpts from a larger briefing paper entitled, Chronic School Absenteeism and the Role of Afterschool.)

For decades, research has confirmed that participation in quality afterschool programs improves school attendance. This is dramatically increased when afterschool programs, schools and the larger community work together collaboratively. (In Chronic School Absenteeism and the Role of Afterschool, see Appendix 4 for program evaluation examples of how afterschool programs impact school attendance.)

“Research shows that good afterschool programs can not only improve academic performance but also influence school-day attendance, even when most don’t appear to make it an intentional goal. They accomplish this by: 

• Providing socialization and peer attention in a supervised venue. Re-establishing the link between effort and results—first in a non-school activity. 
• Engaging students in challenging activities that help them develop persistence, a trait critical to later success in school and life.
• Providing consistent contact with caring, stable adults.
• Increasing the sense of belonging at school.” [i]

There are many strategies to address the various causes of chronic absenteeism. There are different strategies for different settings and stakeholders.

“Now educators face a big challenge: Helping students rebuild attendance habits while addressing the barriers that have kept them out of school. Solutions are as varied as the communities schools serve, researchers say. And any attendance strategy must be holistic, touching on everything from family relationships and transportation to anxiety and school climate.” [ii]

Source: www.unsplash.com

School Level Strategies
We know that the school climate and the individual classroom practices can have a large effect on youth absenteeism. Schools can reduce these negative factors through a program improvement process. However, afterschool programs often have little control over school day practices. Afterschool programs can still partner with schools in many ways, including serving on Care Teams or IEP committees.  

“Educators must recognize that external factors are not the only deterrents to attendance. Educators’ role is to address what sits squarely in their control: the conditions for learning. A supportive, culturally responsive school environment is one that fosters strong relationships and draws students into school. Strong conditions for learning can buffer against external factors that affect chronic absence, while weak conditions can heighten chronic absence. All four conditions are critical to improving student outcomes, especially for students from culturally and linguistically diverse backgrounds.” [iii] 

To reduce chronic absenteeism schools must promote positive “Conditions for Learning”. They can accomplish this through school improvement efforts.

Source: American Institutes for Research

“Educators can also work to remove obstacles to attendance, such as helping a student who has moved obtain a bus pass, adjusting a course schedule for a student who works an early morning shift, or activating social services to provide temporary relief for homelessness. It is wise to intervene strategically (i.e., for groups of students) and early (i.e., at the first sign of disengagement or a few absences).” [iv]

For a collection of articles on absenteeism published in Ed Week, click here.

Policy And Advocacy

While schools and afterschool programs can reduce absenteeism, they need policies that support and do not hinder this work. It is important that you know who the policy making bodies are at the local, state and national levels and how you can learn from them. It is also important to know what actions to take to advocate for favorable policies. 

According to Attendance Works,

“Policy Makers Can:  

• Adopt a standard definition of chronic absence (missing 10% or more of school), whether the school is in person, virtual or a blend, support daily attendance taking.
• Ensure the state has a longitudinal student database—ideally beginning in preschool—that tracks attendance for each student using a unique identifier.
• Make chronic absence a policy priority and direct districts and schools to identify contributing factors to student absenteeism.
• Promote the adoption of learning opportunity metrics (contact, connectivity, attendance, participation and relationships) in addition to chronic absence.
• Require that school improvement plans include prevention-oriented strategies to reduce chronic absence and improve attendance.
• Sponsor legislation that sets a common definition for chronic absence, promotes monitoring and public reporting of data, and requires schools and districts to address high levels of chronic absence.
• Support data sharing between education, health and social service agencies and other community-based youth and family organizations to target intervention efforts.
• Ensure adequate and equitable resources so that all students have a substantially similar opportunity to meet performance standards regardless of geographic location, and that state and local funding are sufficient to reasonably expect that all students can meet academic performance standards.
• Coordinate and secure resources to eliminate the digital divide.
• Use chronic absence data to identify districts, schools, student populations and communities that need additional resources to remove barriers to attendance and ensure positive conditions of learning.
• Build public awareness and consensus about addressing chronic absence.” [v]

[Webinar Recording Available]

To view this presentation, click here.

End Notes:

[i] Building a Culture of Attendance: Schools and Afterschool Programs Together Can and Should Make a Difference!
[ii] Strong Student Attendance and Engagement: What Schools Can Do
[iii] Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses
[iv] IBID.
[v] Policy Makers