Serve children and youth of all ages, and encompass a broad range of focus areas including academic support, mentoring, positive youth development, arts, sports and recreation. They can be offered on a campus, after the school day ends, or off-campus, hosted by a for-profit or non-profit organization.
Published in Chapter:
Social and Emotional Learning (SEL) Assessment in After-School Care: How Accessible Evaluation Can Lead to Widespread Quality Implementation
Dana Minney (Texas State University, USA & St. Edward's University, USA)
Copyright: © 2021
|Pages: 29
DOI: 10.4018/978-1-7998-6728-9.ch011
Abstract
An abundance of research links children's social-emotional competence with positive school and life outcomes, but many barriers to widespread, high quality social-emotional learning (SEL) exist. Studies also found SEL delivered consistently and in coordination with other programs, both in and out of school, is more effective, but lack of unified standards, a supportive framework, and systematic approach prevent consistency and coordination of delivery. Process monitoring and impact evaluation help overcome barriers and improve implementation. After-school programs provide opportunities for quality SEL delivery and evaluation. This chapter reports results of an evaluation comparing pre- and post-program survey data from elementary school children (n = 98) in an after-school program that has incorporated an SEL curriculum. Results showed significant increases in the SEL competencies of self-management, social awareness, and social skills. The author also explored advantages of providing both SEL instruction and low-cost evaluation in after-school care settings in addition to schools.