Youth Social and Emotional Learning in Quality-Enhanced, Out-of-School Time Programs
DOI:
https://doi.org/10.5195/jyd.2022.1265Keywords:
Social and emotional learning, SEL, out-of-school time, after-school, qualityAbstract
Researchers examined social and emotional learning (SEL) ratings for two samples of 559 and 406 predominantly elementary-age youth of color, who were enrolled in out-of-school time (OST) programs serving communities mostly of high socioeconomic need in Palm Beach County, Florida. Covering the 2019-2020 and 2020-2021 school years in the context of the COVID-19 pandemic, the study predicted that programs’ participation in an SEL quality enhancement project would positively impact youth SEL. This quality enhancement was expected to emerge alongside the positive effects of foundational program quality achieved through participation in the Palm Beach County Quality Improvement System, which includes an array of supports provided by Prime Time Palm Beach County, a nonprofit OST intermediary organization. Amid the challenges of the pandemic, evidence emerged to support the positive impact of foundational quality on youth in OST, as well as the positive impact of an enhanced focus on SEL.
References
American Institutes for Research (2015). Supporting social and emotional development through quality afterschool programs. Beyond the bell: Research to practice in the afterschool and expanded learning field. https://www.air.org/sites/default/files/downloads/report/Social-and-Emotional-Development-Afterschool-Programs.pdf
Children’s Services Council of Palm Beach County (2017). Palm Beach County zip code report. http://pbcbirthto22.com/pdf/Palm_Beach_County_Zip_Code_Report.pdf
David P. Weikart Center for Youth Program Quality (2016). Assessing youth SEL skills. https://www.selpractices.org/resource/assessing-youth-sel-skills
Durlak, J. A., & Weissberg, R. P. (2013). Afterschool programs that follow evidence-based practices to promote social and emotional development are effective. Big views forward: A compendium on expanded learning. http://www.expandinglearning.org/docs/Durlak&Weissberg_Final.pdf
Held, L. (Host). (2021, February 23). Why building adults’ skills is a starting place for promoting SEL in children (No. 2) [Audio podcast episode]. In Developing adults’ capacity to promote social and emotional learning. Wallace Foundation. https://soundcloud.com/wallacefoundation/developing-adults-capacity-to-promote-social-and-emotional-learning
Hogan, C. (2005). Practical facilitation: A toolkit of techniques. Kogan Page.
Leschitz, J. T., Augustine, C. H., & Schwartz, H. L. (2022). Engaging teachers, staff, and parents in social and emotional learning in Palm Beach County: One of six case studies of schools and out-of-school-time program partners. RAND Corporation. https://www.wallacefoundation.org/knowledge-center/pages/engaging-teachers-staff-parents-social-and-emotional-learning-palm-beach-county-vol2-pt5.aspx
Lindeman, L. M., Smith, C., Peck, S. C., & Harvey, S. L. (2019). Evidence of positive impact on afterschool and summer programs in Palm Beach County: A 10-year validation study of Prime Time’s integrated Quality Improvement System. https://simplebooklet.com/10yearvalidationstudy#page=1
Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415–433.
McCown, D., Reibel, D., & Micozzi, M. S. (2010). Teaching mindfulness: A practical guide for clinicians and educators. Springer.
Meyers, D. C., Domitrovich, C. E., Dissi, R., Trejo, J., & Greenberg, M. T. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and Program Planning, 73, 53–61.
Naftzger, N., Hallberg, K., & Yang, T. (2014). Exploring the relationships between afterschool program quality and youth outcomes: Summary of findings from the Palm Beach County Quality Improvement System. American Institutes for Research. https://www.primetimepbc.org/wp-content/uploads/2019/08/AIR-Youth-Outcomes-Study-Final-Report.pdf
Pierce, K. M., Bolt, D. M., & Vandell, D. L. (2010). Specific features of after-school program quality: Associations with children’s functioning in middle childhood. American Journal of Community Psychology, 45(3–4), 381–393.
Prime Time Palm Beach County (2019). What does SEL coaching look like? https://primetimepbc.org/2019/09/06/what-does-ost-sel-coaching-look-like/
Prime Time Palm Beach County (2020). SEL Academy cohort 2: Impact immediately after training and at four-month follow-up. [Unpublished manuscript].
Rimm-Kaufman, S. E., & Chiu, Y. I. (2007). Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach. Psychology in the Schools, 44(4), 397–413.
Schwartz, H. L., Hamilton, L. S., Faxon-Mills, S., Gomez, C. J., Huguet, A., Jaycox, L. H., Leschitz, J. T., Tuma, A. P., Tosh, K., Whitaker, A. A., & Wrabel, S. L. (2020). Early lessons from schools and out-of-school time programs implementing social and emotional learning. RAND Corporation. https://www.wallacefoundation.org/knowledge-center/Documents/Early-Lessons-Schools-OST-Programs-SEL.pdf
Smith, C., & Hohmann, C. (2005). High/Scope Youth PQA technical report: Full findings from the Youth PQA validation study. High/Scope Educational Research Foundation. https://forumfyi.org/wp-content/uploads/2019/05/YPQA-Full-Findings-Val-Study-05.pdf
Smith, C., Akiva, T., Sugar, S., Lo, Y. J., Frank, K. A., Peck, S. C., & Cortina, K. S. (2012). Continuous quality improvement in afterschool settings: Impact findings from the Youth Program Quality Intervention study. Weikart Center for Youth Program Quality.
Wickham, H. (2007). Reshaping data with the reshape package. Journal of Statistical Software, 21(12), 1–20.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
- The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
- Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.
Revised 7/16/2018. Revision Description: Removed outdated link.