NCASE Supporting and Promoting Mental Health in Out of School Time

NCASE Supporting and Promoting Mental Health in Out of School Time

This practice brief explores some of the current mental health needs of school-age children, their families, and the OST workforce. In addition, this brief discusses the social and emotional constructs that promote resilience, as well as examples of mental health supports that states and local jurisdictions can consider for collaborative implementation.

Given the evidence of trauma due to recent global and national issues, communities must consider all outlets and resources possible to address the needs of children and families. Out-of-school time (OST) programs foster socialization, relationships, and adaptive functioning. These programs are uniquely positioned to support and promote children’s healthy development, inclusive of mental health needs instigated by trauma. Children are not the only recipients; parents and the OST workforce can benefit from mental health supports provided directly or indirectly in these environments.

California Department of Public Health (CDPH) COVID-19 Public Health Guidance for K-12 Schools in California, 2021-22 School Year

The California Department Public Health (CDPH) this week issued a few updates to their school guidance. These updates include the timing of testing to exit quarantine and the use of pooled PCR as a testing option during quarantine. View guidance updates at CDPH K-12 Guidance 2021-22 School Year and revised FAQs at CDPH K-12 Schools Guidance 2021-2022 Questions & Answers. LEAs with questions should contact CDE Deputy Superintendent of Strategy, Planning, and Special Projects email Jennie Carreon at jcarreon@cde.ca.gov.

Responding to Adverse Childhood Experiences: Strategies for the Out-of-School Time Field

This practice brief from NCASE includes an overview of ACEs mitigation and prevention strategies from a national perspective using the Centers for Disease Control and Prevention and ACEs Connection information. In addition, it highlights specific state examples of legislation, policies, and practices that have been adopted. This brief is a follow up to the recent research brief from NCASE, Adverse Childhood Experiences and the School-Age Population.

Out of School Time Emergency Preparedness Response and Recovery Tool Kit

The purpose of the Out-of-School Time Emergency Preparedness, Response, and Recovery (EPRR) Toolkit is to assist out-of-school time (OST) programs (staff, volunteers, etc.) in developing emergency preparedness plans that address the distinct needs of OST programs.

An Ideal Opportunity: The Role of Afterschool in Social and Emotional Learning

Afterschool and summer learning programs hold unique potential to help children and youth develop not only skills but also social and emotional competencies, which are widely viewed as vital for thriving in their adult lives. Programs give students a safe place to explore new interests, build confidence, practice collaboration, and learn from mentors. This publication shares how, “together with families and schools, afterschool and summer learning programs can work to ensure that all children and youth are given the supports they need to build their social and emotional skills and competencies.” For more information on SEL and out-of-school time, view the Afterschool Alliance summary, linked above, and the full issue brief including program spotlights.

Scholarships and Financial Aid for Students with Disabilities from Accredited Schools Online

The purpose of this guide is to focus on financial aid opportunities and discuss how to take advantage of them.

College Programs for Students with Intellectual Disabilities

Even if a student with intellectual disabilities isn’t yet prepared for the rigors of a full degree program, that doesn’t mean there aren’t countless other paths offered at college campuses to help them transition into independent adulthood. This website features an interactive map of the US where students throughout the country can find a range of supportive and innovative degrees and program resources to help them succeed at the postsecondary level. Learners can use the tool below to find tailored programs in their state.

Resource from BestColleges.com

Prospective college students with disabilities will find that many campuses are equipped with offices and services that address accessibility, accommodation, and assistive technology for a diverse range of needs. Student services offices and disability coordinators at many colleges work to make campuses inclusive environments through specialized advocacy, support, and academic services.

Helping Students with Visual Impairments

Addressing each need of students with visual impairments and improving overall accessibility is vital to their academic success. This guide explains how colleges are creating more welcoming and inclusive learning environments, with a sharp focus on assistive technology, campus resources that provide assistive services and tools, information about scholarships for students with visual impairments, and online resources they can access to facilitate academic and career success.

Resource from AffordableCollegesOnline.org

With the advances of adaptive technologies and trend toward progressive legislation, prospective college students with disabilities now have countless resources available to make their transition to postsecondary education less stressful. Below, find specific information and resources on a variety of different disabilities, learn how to make the transition into the workforce easier, and find out what your legal rights on campus are.