Lessons from the Downtown Boxing Gym
By Amanda S. Case, Nielsen Pereira, Yiheng Zhou, Viviana Piceno, & Tugce Karatas
The demand for workers who are prepared to fill science, technology, engineering, and mathematics (STEM) jobs in the United States has been increasing steadily over the past several decades (U.S. Department of Labor, 2021).
A Research-Practice Partnership in Equity-Focused Informal STEM Education
By Kristin Michod Gagnier, Megan C. Sharkey, Laura Holian, Melissa Kurman, Maya Heiland, & Steven J. Holochwost
Informal science, technology, engineering, and mathematics (STEM) education includes learning that occurs outside formal school settings, such as in museums, science centers, afterschool programs, and other community initiatives (NRC, 2009).
Community-Based Organizations’ Perceptions of Facilitators and Barriers
By Kristen D. Beach, Kristin D. Sinclair, Jennifer L. Merry, Chris O’Brien, Shannon Pardue, Adriana L. Medina, & Lan Kolano
Literacy has been the focus of education reform for decades, with federal and state-level legislation aimed at enhancing teaching, learning, and accountability in K-12 public schools.
Using Mindfulness-Based Professional Development
By Helen Lee, Rachael Hocevar, & Janelle Salcedo
Youth development practitioners (YDPs)—adults who work with young people in out-of-school time (OST) settings—play a vital role in youth social and emotional learning (SEL). Through mentoring and facilitating programs, YDPs foster safe and supportive spaces where youth can explore their identities, form healthy relationships with other young people and adults, and practice essential life skills such as self-regulation and making responsible decisions (Christensen et al., 2023; Durlak et al., 2010; Durlak & Weissberg, 2007; Hirsch, 2005; Hurd & Deutsch, 2017).
By Maria C. Morales, Elsa Bravo, Orlena Ramirez, Laura Gomez, Angela Waguespack, & Katie C. Hart
Hispanic/Latinx students make up a significant portion (29%) of the education system (NCES, 2024). Many of these students are dual language learners (DLLs), with Spanish being the home language for 74% of DLLs (U.S. Department of Education, NCES, 2018).
Co-Designing Research-Based Tools with Mentors and Program Leaders
By Ta-yang Hsieh, Justin Roskopf, & Mike Foote
Translating research into practice for youth development out-of-school time (OST) programs is a dynamic, responsive, and skilled craft. The value of researchers and practitioners building off each other’s wisdom in the service of youth is obvious; what is less often discussed is the fluid, collaborative, and often messy process of doing so.
The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College
Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal
Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA
asm@niost[dot]org
781.283.2547
