After School Program Resources

Library shelvesFind policies, procedural manuals and useful resources on topics including: Safety, Staffing,  Inclusion, and more. Have great resources to share? Let us know!

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Healthy eating guidelines are provided for athletes, parents and coaches including tips for before, during and after exercise, dining hall & cafeteria eating, hydration, organic foods and eating disorders.
This is an agreement sets out guidelines for partnering on an after school pilot project.
Boys take more daily steps on average than girls do. / The average number of steps is slightly lower in 2010/11 (year 6) compared to year 2, 3 and 5 of the CANPLAY study.
24% use solely active modes to travel to and from school each day, 62% use solely inactive modes, and 14% use mixed modes (both active and inactive).
This is an agreement for capital and operating costs.
This article looks at why many afterschool providers find it difficult to recruit and retain children once they enter middle school and high school, even though they can clearly benefit from participation. It looks at innovative strategies to attract and keep older youth engaged, such as promoting leadership and real world experience, offering flexible attendance policies and accessible locations, and more, and uses actual program examples to illustrate the strategies.
As a component of New Jersey After 3’s Sports, Health and Fitness Initiatives, NJ After 3 created these project guides based on promising practices at specific afterschool programs. Each guide includes a number of projects and activities, such as Healthy Heart & Jeopardy Review in the Healthy Food Olympics guide, or What's in My Snack, etc. The guides are: Healthy Food Olympics (K-8); Healthy Food Concession Stand (Gr 2-8); Jump Rope Time Twister (K – 8); Jump Rope Jive (6 – 8); and, Walk for Fitness (K – 8).
"Teens who are unsupervised during afterschool hours are 37% more likely to become teen parents." / Various other stats related to physical activity levels, parental stress re children in after school time, etc.
This US-based brief discusses how afterschool programs can more easily facilitate interaction with parents by giving them the chance to meet with staff before or after the work day, and by hiring staff who may be less intimidating because they are community members, students, or community based youth development workers. It looks at the challenges of connecting parents and schools, notes several strategies to increase parental involvement, and looks at several specific programs implementing such strategies.
Example of statistic from a specific program: "Sixty-five percent of former Citizen Schools 8th Grade Academy participants enrolled in high-quality high schools compared to 26 percent of matched nonparticipants."
Presents the findings of the project to engage key stakeholders to examine the capacity for creating community environments that strengthen social development for children and youth who face significant challenges due to disability.Also provides evidence- based recommendations for tools, resources, and/or best practice approaches that will strengthen communities for Canadian children with disabilities, and then to develop and implement such tools, resources, and/or best practice approaches.
Various US-based stats re new teacher turnover and teacher recruitment. Possibly could check for comparable Canadian stats.
This brief discusses the role afterschool programs can play in reconnecting schools and communities, such as in partnerships. It looks at benefits such as improved linkages between school and community, improved problem-solving, teaming, higher order thinking, time management, and other vital skills that benefit students’ school achievement and workplace readiness, expanded learning environments, reduced behavior and truancy problems. It discusses several specific programs, and concludes: " Quality afterschool programs work with communities to connect children and youth with resources,...
Research suggests that high quality afterschool programs focused on promoting personal and social skills can reduce rates of drug use and problem behaviors.
For some young people, serious, internalizing problems such as depressive or anxious moods, negative self-perceptions and emotional distress, compromise healthy development and can undermine one's ability to succeed in school and work, form and maintain close relationships with others, and live a healthy, fulfilling life.This Child Trends' brief synthesized findings from 37 random-assignment social intervention programs designed to prevent or treat internalizing problems for adolescents. Findings suggest that social interventions to address internalizing problems are most effective when they...
This document provides a brief overview of various youth policy framework models from several jurisdictions. It highlights promising frameworks that showed evidence of innovation in youth policy development and/or a formalized response to service fragmentation. Many of the policies highlighted in this document are drawn from the United Way Toronto report Youth Policy: What Works and What Doesn t?    A Review of Youth Policy Models from Canada and Other Jurisdictions.It also includes some additional youth policies in order to capture developments that have occurred since the...
Aggression among young people is an important social issue. Fortunately, early intervention and treatment can significantly reduce the risk of harmful outcomes. This resource: explains various types of aggressive behaviour exhibited by young people identifies factors related to aggressive behaviour distinguishes between normal aggression and aggression that is of greater concern gives practical advice on how to address aggression in children and youth highlights proven prevention and intervention strategies and indicates strategies to avoid discusses the assessment and diagnosis of...
This document discusses the development of resilience at three levels: individual, family and environmental. Tips follow each section. It has been awarded Curriculum Services Canada's Seal of Quality, recommending it as a reference for educators and others who work or volunteer in schools.

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