CASEL CARES: SEL Resources During COVID-19. LEARN MORE
Out-of-School Time Resources
The following is a curated list of resources on out-of-school time as it relates to social and emotional learning and associated areas. This list was developed with input from several experts in the field of out-of-school time. Please explore these resources to learn about the link between participation in after-school programs, extracurricular activities, and community-based organizations and multiple indicators of social and emotional competence, academic performance, and positive youth development.
Also, CASEL has recently entered a new partnership with The Wallace Foundation and school districts to address SEL and out-of-school time and will have more to share over the next year.
Articles and Book Chapters
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309. https://doi.org/10.1007/s10464-010-9300-6 Article available for purchase.
Eccles, J. S., & Templeton, J. (2002). Extracurricular and other after-school activities for youth. Review of research in education, 26, 113-180. https://doi.org/10.3102/0091732X026001113 Article available with login.
Larson, R. W. (2011). Positive development in a disorderly world. Journal of Research on Adolescence, 21, 317–334. https://doi.org/10.1111/j.1532-7795.2010.00707.x Article available for purchase.
Mahoney, J. L., Vandell, D. L., Simpkins, S. D., & Zarrett, N. R. (2009). Adolescent out-of- school activities. In R. M. Lerner & L. Steinberg (Eds.) Handbook of adolescent psychology: (3rd edition). Vol. 2: Contextual influences on adolescent development (pp. 228-267). Hoboken, NJ: Wiley & Sons. Chapter available for purchase.
Raposa, E. B., Rhodes, J., Stams, G. J. J., Card, N., Burton, S., Schwartz, S., … & Hussain, S. (2019). The effects of youth mentoring programs: A meta-analysis of outcome studies. Journal of Youth and Adolescence, 48, 423-443. Article available for purchase
Smith, E. P., Witherspoon, D. P., & Osgood, D. W. (2017). Positive youth development among diverse racial-ethnic children: Quality afterschool contexts as developmental assets. Child Development, 88, 1063-1078. doi:10.1111/cdev.12870 Article available for purchase.
Eccles, J., & Gootman, J. A. (Eds.) (2002). Community programs to promote youth development. Washington, DC: The National Academies Press. doi: /10.17226/10022 Book available with login.
Fredricks, J. S., & Simpkins, S. D. (Eds.) (2013). Organized out-of-school activities: Settings for peer relationships. New Directions in Child and Adolescent Development, 140. John Wiley & Sons. Book available for purchase.
Halpern, R. (2003). Making play work: The promise of after-school programs for low-income children. Teachers College Press. Book available for purchase.
Heath, S. B. (1999). Dimensions of language development: Lessons from older children. In A. S. Masten (Ed.), Cultural processes in child development: The Minnesota symposia on child psychology (Vol. 29, pp. 59–75). Mahwah, NY: Erlbaum. Book available for purchase.
Hirsch, B., Deutsch, N., & DuBois, D. (2011). After-school centers and youth development. Cambridge, MA: Cambridge University Press. https://doi.org/10.1017/CBO9780511994913 Book available with login
Mahoney, J. L., Larson, R. W., & Eccles, J. S. (Eds.) (2005). Organized activities as contexts of development: Extracurricular activities, after-school and community programs. Mahwah, NJ: Lawrence Erlbaum & Associates. Book available for purchase.
Malone, H. J., & Donahue, T. (Eds.) (2018). The growing out-of-school time field: Past, present, and future. Information Age Publishing. Book available for purchase.
Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017) Navigating social and emotional learning from the inside out: Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers (elementary school focus). New York: Wallace Foundation. View the guide.
Augustine, C. H., McCombs, J. S., Pane, J. F., Schwartz, H. L., Schweig, A. M., & Siler-Evans, K. (2016). Learning from summer: Effects of voluntary summer learning programs on low-income urban youth. Santa Monica, CA: RAND Corporation. View the report.
McLaughlin, M. W. (2000). Community counts: How youth organizations matter for youth development. Washington, DC: Public Education Network. View the report.
National Commission and Social, Emotional, and Academic Development (2019). Calls for coaches: Coaching social and emotional skills in youth sports. Washington, DC: The Aspen Institute.
Smith, C., McGovern, G., Peck., S.C., Larson, R., Hillaker, B., & Roy, L. (2016). Preparing youth to thrive: Methodology and findings from the social and emotional learning challenge. Washington, D.C.: Forum for Youth Investment. View the report.
American Institutes of Research (2017). Beyond the bell: Turning research into action in afterschool and expanded learning. Retrieved from http://www.air.org/resource/beyond-bell-turning-research-action-afterschool-and-expanded-learning View the website.
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