Congratulations after school professionals, you’ve made it from the beginning of the school year and the start your fall program, to transitioning to the holiday season and to end of the of the fall semester. It’s truly inspiring to see the dedication and positive impact after-school professionals have on the lives of young students. After school programs provides us with good fortune of working with and being a positive influence in the lives of school aged youth.

We are all aware of the story of the first Thanksgiving, depicting Pilgrims showing gratitude to the Native Americans for their assistance for their first successful harvest. Although there may be different perspectives of the accuracy of this event, the concept of youth acknowledging the opportunities afforded to them during non-school hours is a critical element of social emotional learning.  According to Froh, Bono, and Emmons (2010), assisting youth with understanding the power of gratitude may create a desire in them to give back to their neighborhood, community, and world.

Research also indicates that when people practice gratitude, it can have a profound impact on our overall well-being and happiness. It can be incredibly valuable to take the time to reflect on our students’ engagement with our programs and listen to their perspectives. It not only helps us appreciate the positive impact of our programs but also provides insights into how we can improve and better meet their needs (Kerry, Chhabra, and Clifton, 2023). This mindset helps to foster a greater sense of appreciation, contentment, and satisfaction among program staff, school faculty, parents and students.

Having access to after-school programs provides students with valuable opportunities for learning, growth, and social interaction, that they might not otherwise have the time and place to share. These programs can be a safe space for students to explore their interests, receive academic support, and build meaningful relationships. Although our students come from a variety of economic backgrounds, having them acknowledge and be grateful for the positive things in their lives is a good practice. This might have to be a guided activity. For example, reminding students that their ability to attend an after-school program is a luxury that many other students do not have. Or spending time with friends and fostering positive relationships is a great way to enhance students’ overall well-being and happiness. By encouraging youth to be grateful and positive not only helps students appreciate the good things in their lives, but also helps them build a supportive and joyful community.

References 

Froh, J.J., Bono, G. & Emmons, R. Being grateful is beyond good manners: Gratitude and motivation to contribute to society among early adolescents. Motiv Emot 34, 144–157 (2010). https://doi.org/10.1007/s11031-010-9163-z

Kerry, N., Chhabra, R., & Clifton, J. D. (2023). Being Thankful for what you have: a systematic review of evidence for the effect of gratitude on life satisfaction. Psychology Research and Behavior Management, 4799-4816.

I believe afterschool matters because youth are the most powerful capital we have. Capital is defined as 1) a stock of accumulated goods - and for afterschool, that would be the youth we serve; 2) stock that is valued at a specific time - making it critical for us to focus on the present and stop worrying about the future; and 3) goods utilized as assets or advantages – the youth themselves need opportunity for expressions of youth voice and hands-on activities.

A stock of accumulated goods 

When an adolescent’s experiences consist of proper guidance from their parents, school, afterschool programs, and technology, the likelihood of adding value to their “youth capital” increases. It is caring adults’ responsibility to provide adolescents with resources to inspire their creativity and curiosity. For example, students participating in afterschool programs frequently gain important social capital through exposure and interactions with their peers and caring adult mentors. Out-of-School time professionals offer activities that develop skills and build on school-day learning. As a result, adolescents’ involvement in extracurricular activities increases the youth’s overall capital. The desired outcome for youth participating in after school programs is the growth of their potential to the become the best skilled person for the future workplace.

Stock that is valued at a specific time

Helping youth prepare for their future responsibilities is one of many roles of after school programs. In numerous ways afterschool and out-of-school providers share long-term goals with the education system and the future workforce. Outcomes for youth involvement in our programs are based on increases to a youth's potential of becoming a valued and contributing adult in society. In the capital market, values are set in the present. Youth identify strongly with the here and now. They do not always consider the potential long-term outcomes; they are focused on the outputs in front of them. Is my afterschool program fun? Do I enjoy learning from my out-of-school time professionals? Do they allow time for peer-to-peer interaction? Do I feel safe, cared for, and valued in the present? It is crucial that out of school time professionals take the necessary steps to understand the perspectives of their students and implement a service delivery that values needs and interests of the participants.

Goods utilized as assets or advantages 

Historically, research on an individual’s current value to their society has generally addressed the contributions of adults in communities in which they live. In contrast, limited, attention has been directed towards the impact adolescents have on our society (Helve, & Bynner, 2007).  However, young people’s gifts also have value. Although often overlooked in the society, each youth participating in an afterschool program brings their own unique talents to the program. Fortunately, the afterschool setting gives students opportunities to discover more interest and further develop their talents to increase their self-esteem and self-worth. Programs that facilitate youth voice activate powerful assets that can be utilized to the advantage of the program and the youth themselves. 

Unfortunately, many low economic and at-risk youth often live in environments with limited access to adults with cultural or economic capital. Add to the fact that as school aged youth move toward autonomy and independence, the capital they earn is frequently obtained through their allegiance to their peer group, which becomes their primary means of resolving identity conflict and coping with uncertainties on the route to adulthood (Belfield, Levin, & Rosen, 2012). When youth do not make a smooth transition from their school-aged years into the workplace, they suffer not only today but also later in life. 

Afterschool programs are a key part of an ecosystem and when taking a capital investment mindset they will be equipped with skills, valued in the moment, and seen as the asset they are for themselves, their program, and their community. Although additional research is needed in this area to measure the benefits of developing youth capital, afterschool programs provide an excellent environment for this type of study.

References 

Helve, H., & Bynner, J. (Eds.). (2007). Youth and social capital. London: Tufnell Press. 

Belfield, C., Levin, H. & Rosen, R. (2012). The Economic Value of Opportunity Youth: Corporation for the national and community service.  

Mizunoya, S., Mishra, S., Amaro, D., & Venturini, C., (2019). ICT skills divide: Are all of today’s youth prepared for the digital economy: UNICEF Data: Monitoring the situation of children and women, retrieve from www.data.unicef.org/data-for-action/ict-skills-divide-todays-youth-prepared-digital-economy/