Unstructured playtime at school, such as recess and afterschool activities, is essential for children's social development but often becomes a setting for bullying. Despite effective bystander programs, research on students' willingness to intervene in these contexts remains limited. This cross-sectional study used mixed methods to investigate the…

This study investigates the effect of out-of-school activities on gifted students' affective and behavioral tendencies. Mixed method research with a single group pre and post-test experimental design was used in this study. Twenty-five gifted students from Turkey-Istanbul participated in this study. "Environmental Affect Scale" and…

This study utilized a pretest posttest design to examine the impact afterschool activities had on students in middle school. Survey and focus group data were used to access participants' behavior, achievement and attendance in while participating in afterschool programs. Findings from the study concluded that student's participation in afterschool…

The Texas 21st Century Community Learning Centers (CCLC) program operates as the Texas Afterschool Centers on Education (Texas ACE). Texas ACE strives to improve student attendance, behavior, and academics, while providing a safe supplemental learning environment for students and families who otherwise would not have such opportunities.…

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how…

Background: Service-learning is an approach in teacher education to expose pre-service teachers (PSTs) to experiences they will encounter when they enter the profession. During these service-learning experiences, PSTs experience issues related to behavior. K-12 students are increasingly diverse, and teachers and schools must adapt to meet their…

Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b) regular participation at the afterschool program combined with other extracurricular activities, (c)…

The purpose of this qualitative case study research was to explore how structured programs such as recreation, sport, and leisure activities can help elementary school at-risk youth in an afterschool program at a K-5 elementary school in central North Carolina. The central research questions for this study include the following: What are the…

Delayed, as opposed to immediate, gratification is generally understood to indicate adaptive development. The present study investigates performance on a choice-based delay of gratification measure and its relations with other outcomes in a sample of children of color from low-income families, who are underrepresented in delayed gratification…

The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.…

This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…

Organized afterschool activities present great potential to support individuals' positive development. Despite the general findings on the positive role of organized afterschool activities on individual development, existing studies have been limited in multiple ways. They have often focused on the quantity of participation or the amount of time…

This article describes how a federally funded afterschool program serving an elementary-age population in a rural southern community used the creative affordances of Minecraft and a creative youth development (CYD) framework to support the local school district's character education program, The Leader in Me (LiM). On receipt of a 21st Century…

Project LION (Learning In Our Neighborhood) was a community partnership between a local University, a Charitable Foundation, the City, and the Parish (County) School System that provided affordable afterschool academic and enrichment activities for students who are at risk in grades 4 through 8. The multiple-year foundation grant provided program…

Funded by the U.S. Department of Education, the Twin Cities Public Television (TPT) Ready to Learn project, "Hero Elementary," has an emphasis on reaching Latino communities and supporting the needs of children with disabilities. The project embeds the expectations of kindergarten to 2nd grade science standards into a series of…