Promoting Nurturing Environments in Afterschool Settings

Abstract

Given the rise in dual career and single-parent families, and the need for monitoring and supervision during out-of-school time, afterschool settings are becoming important contexts for the prevention of problem behaviors and the promotion of the positive development of youth. Research indicates that high quality afterschool programs can have positive effects on children’s academic, socio-emotional, and behavioral outcomes. But less is known about how these influences occur and potential mechanisms involved in this nurturing and promotion process. This paper draws upon the current theoretical and empirical literature in school settings and beyond, to examine ways in which afterschool settings can be leveraged as a potential nurturing environment. We apply the conceptualization of nurturing environments put forth by Biglan, Flay, Embry, and Sandler (2012), which attends to the minimization of toxic social and biological conditions, reinforcement of diverse prosocial behaviors, limiting opportunities and influences for problem behavior, and promoting psychological flexibility in the pursuit of one’s values and goals. This paper concludes by identifying potential future research directions and practice implications regarding afterschool settings as nurturing environments for all youth.

Scaling up and scaling out: Consilience and the evolution of more nurturing societies

“…For example, the rapid expansion of the PAX Good Behavior Game to elementary schools around the USA and around the world has recently begun to be accompanied by attention to how the generic practices of PAX could be useful in families, the criminal justice system, and business ( Johansson, Biglan, & Embry, in press ). The same evidence-based kernels that work in the classroom, for example, may also work in families, after-school settings, and community settings serving children ( Embry & Biglan, 2008 ; E. P. Smith, Faulk, & Sizer, 2016 ; Smith, Osgood, Oh, & Caldwell, 2018 ; E. P. Smith & Bradshaw, 2017 ; Szabo, Richling, Embry, Biglan, & Wilson, 2020 ).…”

Interrelations between After-School Settings and the Delinquency and Emotional-Behavioral Problems of Elementary School Children: Findings from Fragile Families and Child Wellbeing Study

“…As mentioned in previous findings, it is a widely known fact that formal ASPs provide organized activities (e.g., academic activities, enrichment lessons, less time watching TV, frequent interactions with peers and adults) (National Research Council and Institute of Medicine 2002;Shernoff and Vandell 2007;Lee and Hawkins 2008;Smith and Bradshaw 2017). Participation in such activities is proven to be valuable for younger children in their behavioral, academic, and emotional development (Posner and Vandell 1994).…”

“…Generally, ASPs take place in school or community settings. Those sites provide specific activities, physical and psychological safety, age-appropriate settings (National Research Council and Institute of Medicine 2002;Smith and Bradshaw 2017), and opportunities to build cognitive and social skills (Hirsch et al 2011;Huang et al 2016). In particular, school-based ASPs have resulted in a relatively new context for youth development.…”

Behavioral and Emotional Development of African American Boys Growing Up in Risky Environments

“…After‐school programs can provide opportunities for youth to develop supportive relationships with adults, especially for ethnic‐minority children who are more likely to have working parents and therefore, benefit from structured after‐school care. In a review of these programs, those that focus on developing social and emotional skills may protect against toxic social conditions and promote youth’s social and emotional competence (Smith & Bradshaw, ). Also of value are school‐based universal social and emotional learning interventions, which can improve self‐regulation in African American boys.…”