Youth Media Training Modules

RESOURCE

Adolescents | K-12 | Out-of-School Time | Youth Voice

Youth Media Training Modules

Publication Year:  2025  

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These modules are designed to help young people build their skills and confidence in media engagement. They guide youth through essential topics such as crafting compelling messages, understanding media platforms, and effectively communicating their ideas to diverse audiences.

By Collective for Youth Engagement in STEM and Society.

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    Youth Civic Engagement Toolkit

    RESOURCE

    Adolescents | K-12 | Out-of-School Time | Youth Voice

    Youth Civic Engagement Toolkit

    Publication Year:  2025  

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    This toolkit is designed to provide tools, curricular resources, and examples from partners to inspire you on the journey of elevating youth voice and empowering youth through civic engagement. The resources in this collection are particularly focused on supporting afterschool and other out-of-school time programs, but may be useful to a wide range of youth-serving programs.

    By Collective for Youth Engagement in STEM and Society.

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      America After 3PM

      RESOURCE

      Adolescents | Child Well-Being | Out-of-School Time

      America After 3PM

      Publication Year:  2025  

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      The fifth edition of America After 3PM surveyed 30,000+ parents and guardians across the country. Key finding: Parents of almost 30 million kids—more than half the country’s school-age youth—want afterschool programs for their children. Yet over 75 percent of these children do not have access to programming. Unmet demand for afterschool programs is highest for children in low- and middle-income families.

      By Afterschool Alliance.

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        The Future of Youth Development: Building Systems and Strengthening Programs

        RESOURCE

        Adolescents | Child Well-Being | Out-of-School Time | Science of Learning & Dev

        The Future of Youth Development: Building Systems and Strengthening Programs

        Publication Year:  2025  

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        This consensus study examines the effectiveness of OST programs and identifies access and quality improvements. This book describes the array of OST activities; evaluates their effectiveness in promoting learning, development, and well-being; outlines improvements to existing policies and regulations to increase program access and quality; and lays out a research agenda that would strengthen the OST evidence base.

        By National Academies of Sciences, Engineering and Medicine.

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          Adolescents in California: Creating the Conditions for Thriving

          RESOURCE

          Adolescents | K-12 | Out-of-School Time | Science of Learning & Dev | SEL | Youth Voice

          Adolescents in California: Creating the Conditions for Thriving

          Publication Year:  2024  

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          The Stuart Foundation shares an overview of California adolescents as learners, earners, creators and leaders—discussing how California is investing in adolescents, naming the key drivers of inequitable leaning outcomes and inviting everyone to join the conversation and collective effort to create the conditions for adolescents to thrive.

          By the Stuart Foundation.

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            Investing in Relationships: Supporting Structures Are the Bedrock of Relationship‑Rich Organizations

            RESOURCE

            Adult Practice | Out-of-School Time | Racial Equity

            Investing in Relationships: Supporting Structures Are the Bedrock of Relationship‑Rich Organizations

            Publication Year:  2021  

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            A study on the landscape of relationships in schools and out-of-school time (OST) programs shows the importance of supporting structures, such as hiring practices and internal communications, that form a relationship-rich culture.

            By Search Institute.

            Supported by:
            John Templeton Foundation and Einhorn Collaborative

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              Building, Sustaining and Improving: Using Federal Funds for Summer Learning and Afterschool.

              RESOURCE

              Child Well-Being | Out-of-School Time | SEL

              Building, Sustaining and Improving: Using Federal Funds for Summer Learning and Afterschool.

              Publication Year:  2022  

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              This guide can help district leaders, out-of-school time providers and intermediaries identify federal funding streams to support summer and afterschool learning.​​​​​

              By Sean Worley, Scott Palmer, Nathan Woods | EducationCounsel

              Supported by:
              The Wallace Foundation

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                Why Afterschool Programs Need Social and Emotional Learning Now

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                Out-of-School Time | SEL

                Why Afterschool Programs Need Social and Emotional Learning Now

                Publication Year:  2022  

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                Recent discussion highlights how afterschool programs have used SEL strategies to help children throughout the pandemic.

                By Wallace editorial team.

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                  The Partnerships for Social and Emotional Learning Podcast

                  RESOURCE

                  Out-of-School Time | SEL

                  The Partnerships for Social and Emotional Learning Podcast

                  Publication Year:  2021  

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                  Practitioners in schools and out-of-school programs share their experiences working together to help children develop SEL skills in this five-episode series.

                  By Wallace Foundation.

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                    Recognizing the Role of Afterschool and Summer Programs and Systems in Reopening and Rebuilding

                    RESOURCE

                    Out-of-School Time | SEL

                    Recognizing the Role of Afterschool and Summer Programs and Systems in Reopening and Rebuilding

                    Publication Year:  2021  

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                    Afterschool and summer programs play an essential role in our country’s efforts to reopen and rebuild in partnership with youth, families, and the community because they: provide safe, developmentally rich settings for learning and development; are seen as trusted partners by families and communities; and have connections to other supports and services that schools and families need.

                    By American Institutes for Research.

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