February 10, 2022

More than just a word, “resilience” is a measurable area of growth. The American Psychological Association defines resilience as “the process of adapting well in the face of adversity, trauma, tragedy, threats or even significant sources of threat.” According to research, two thirds of any given human population demonstrates resilience through a continued ability to function after traumatic events such as 9/11. Maybe some resilience comes from a natural tendency or family culture to be optimistic — it’s not totally clear yet. But professionals have little doubt that you can build resilience, in young people especially, by adopting a growth mindset. Tools from Y4Y’s Trauma-Informed Care Click & Go, and courses in Stages of Child and Adolescent Development and Social and Emotional Learning, can help your program be intentional in nurturing resilience in your students.

A Foundation of Understanding

Your staff members probably have amazing insights and observations about child psychology after working with students in your program and previous jobs. But what kind of formal training on this topic has taken place to ensure your program offers the best individualized approach to building resilience? Here are some useful Y4Y tools and short trainings to start conversations around understanding what makes students tick:

• Understanding Development and Connecting With Children Training to Go. You can conduct this training with staff on your favorite internet platform while they sip hot cocoa at home on the couch. You’ll cover why connections with adults are so important to healthy child development, and identify strategies for building those positive, nurturing relationships with students of different ages.
• Meet students where they are developmentally when you understand where they are. Consult the Y4Y Child and Adolescent Development Matrix for those basics.
• Armed with this foundation, introduce staff to the five skill domains of social and emotional learning, then start conversations about how those skills relate to building resilience. For example, beginning with building self-awareness, talk with staff about how they’re developing a safe and welcoming environment for students to be open and honest about how they’re feeling.
• The Introduction to Social and Emotional Learning Training to Go will expand on this conversation.
• Have staff review the Y4Y Background on Trauma Research Brief to understand the threat that trauma poses to lifelong health if intervention and supports are unavailable to a child. For even more understanding, check out the Y4Y Professional Development to Teach Students of Trauma Book List.

Time to Implement

Use these Y4Y tools to put interventions into practice within your program space:

• Start by ensuring a positive environment with Y4Y’s observation checklist.
• Remembering that social and emotional skill-building is key to nurturing resilience, train staff with the Integrating Social and Emotional Learning Training to Go, and check out the Social Emotional Learning Activity Intentional Design Planner.
• Don’t forget your partners in nurturing resilience: parents and the students themselves! You can customize the observation logs and, for older students, the self-assessments, in the Assess and Reflect category of Y4Y’s stages of child and adolescent development tools. That customization can emphasize working together to set student-specific social and emotional goals according to the challenges each child is facing in their home or community.
• The Y4Y Teaching Resilience Book List and Student Trauma Book List offer descriptions of many developmentally appropriate books to read with students for inspiration. Introducing your students to characters who meet with hard times and pull through stronger and wiser is a great way to indirectly nurture resilience. Ask your school or community librarian if they have other suggestions with this goal in mind.
• Y4Y also offers a tool, Activities and Practices for Managing Stress, with simple ideas on proven methods.

Measure Success

Some of your success in nurturing resilience will be evident. The child who lost a beloved grandparent begins to smile and laugh again. The child who was in a car accident realizes that playing out his experience gains him attention and awe from peers who ask questions. Maybe he even shares his fears out loud, building his skills of self-awareness and his peers’ skills in social awareness and relationships skills through empathy. Be sure you’re noting these observations with Y4Y tools and planning for ways to measure the resilience more formally that you’ve nurtured in students.

• Review the Y4Y Rubric for Assessing Social and Emotional Competencies and be sure staff understand how best to use this tool with students.
• Download and adapt the Student Assess and Adapt Checklist from Y4Y’s course on student voice and choice to emphasize those personal growth goals.
• If your observations give you cause for concern, consult the Y4Y podcasts on trauma-informed strategies and what it means to be a mandated reporter.

Turn to Nature to Nurture Resilience

Just as those picture book characters show students different ways to persevere, you can turn to nature to nurture resilience in your students. Consider forest fires. In our limited view, we think of fire as needless destruction, and in many cases, perhaps it does have unnecessary human causes. However, even before forests became a habitat for humans, they had adapted to fire. They depend on a cycle of fire and regrowth to remain healthy. Every student, whether they’re living with mild stress to full-blown crisis, can remember this: From the ashes comes new, stronger growth.

February 10, 2022

Part of overall wellness is moving our bodies. This bit of obvious wisdom should play a role in everything you do in your program. Whether you’re offering alternatives to screen time, incorporating stretch breaks into your tutoring sessions, or building dance parties into your virtual programming, Y4Y has tips and tools to remind you to encourage students to “keep bouncing” to bounce back.

Get Aligned

Y4Y created an entire Click & Go on strategies for partnering with the school day in your health and wellness efforts. Your program would never offer academic supports without first checking with the school day about needs, content, and methods of delivering those supports, so why should health and wellness be any different? Check out tools to start those important conversations and initiate a partnership with your host school or district, learn about health and wellness standards that impact out-of-school time, assess your students’ specific needs, then select appropriate activities. You’ll want to be sure to get buy-in from students. After all, you’re helping them to set a lifelong habit of moving their bodies — you want to be sure it’s fun for them! Download and customize the elementary or secondary student interest inventory according to what your program can offer! Give families a voice in this partnership too with the Family Satisfaction Survey, which you can customize to fit your needs.

Take a Page From Transitions

Transitions may be those little windows in your program day when you’ve been extra intentional in building in movement. Y4Y offers a tool on transition strategies that guides you through some practices of consistency and predictability so that students can move onto something different with renewed focus. Consider using these same principles to build stretch or wiggle breaks into the middle of an activity. When there are predictable rules around those breaks, they don’t have to be an interruption, but a reset with physical and mental benefits.

Re-Create Recreation in Out-of-School Time

At the secondary level especially, recreational activities can be unique opportunities to help students bounce back. Karyl Resnick of Massachusetts shared her state’s practice of infusing social and emotional learning into sports activities. She notes, “We’ve explored research that says developing relationships can enhance student outcomes, and we’re building that finding into our sports and recreation activities. We’re doing the same with movement and mindfulness activities. To help programs infuse social and emotional learning into activities, we’re developing short videos to help grantees understand what it is, what it looks like in practice, and strategies for making it part of their activity design.” And 21^st CCLC grantee Simone Miranda of Schenectady City School District noted that her program was a saving grace during school closings: “During the pandemic, students shared with staff that they needed more physical activities and to share their feelings and emotions. The program used this information to develop a sports club and art lessons to meet the students’ needs. The sports club incorporated virtual physical activities designed by the sports specialist, which included yoga, Zumba, fitness challenges, and other physical activities. In addition, literacy was embedded in the sports club by using books written by male, female, and diverse sports athletes.” Even with programs reopened, Ms. Miranda acknowledges that physical activities are the greatest draw in her popular and successful high school program.

Allow For Bouncing Differently

Just as students have different interests when it comes to how they move their bodies, they also have different strengths and abilities. Be sure the students who might need the most bouncing back have the opportunity to bounce to their greatest ability. Helpful tools from Y4Y’s Including Students With Disabilities course include an activity planner and environmental checklist. A strengths-based approach should be considered for all students. Some students are at their best in agility activities. Others may be drawn to activities that emphasize speed or strength. You don’t have to offer 100 physical activities to find something that will work for everyone.

Show the Parallels

As you’re using physical activity in your program to help students build resilience, help them to understand that’s what you’re doing! When a student falls after attempting a layup shot, applaud them for getting back up. Challenge them to think of a time they “got back up” from something that felt like an academic failure. If a student calls out a friend to spot them while attempting a new trick on the bars or lifting a heavy weight, challenge them to think of when they leaned on a friend through heartache. You can help them frame their thinking so that not only are they bouncing out negative feelings, but they are also discovering a mind-body connection they can use to bounce back for the rest of their lives.

February 10, 2022

Maintaining a healthy 21^st CCLC program starts and ends with dedicated staff. But where would you be without funding and the right choices around that funding? Y4Y’s course on fiscal management offers new perspectives on managing your program funds, and what you can do to ensure your program’s resilience matches your students’ resilience. Though every state is different, with its own set of funding structures and rules, the Y4Y course offers help navigating the universal federal guidance. By increasing your knowledge, you’ll be in a better position to ask the right questions of your state 21^st CCLC program leaders. Here are just a few starter tips to ensure your fiscal brilliance.

Know what your program said it would do when your grant proposal was written. All financial accounting comes back to your stated goals and assets at the outset. Keep your RFP (request for proposal, or more accurately, your grant application) at the ready. Example of why this is important: Your 21^st CCLC program can’t supplant stated assets. So, if you noted that you receive supply donations every year from a local office supply store, your program cannot, then, use grant dollars to pay for supplies that were stated as an existing donation in that application.

Know the lingo. If you’re new to program management, access the glossary on the course home page before, during, and after engaging with the fiscal management course to set yourself up for success. Example of why this is important: Many of the legal requirements placed on 21^st CCLC grantees center on financial reporting. Although your frontline staff may not be preparing reports, if your whole program doesn’t “speak the language,” important information about spending could be miscommunicated.

Leave it to the pros but don’t leave it to the pros. Be sure to work with the accounting department of your host organization to assign budget codes and track expenditures but keep your own accounting for both monthly spending reports and a drawdown report. Example of why this is important: Cross-checking is critical for accuracy, especially if there are multiple funding streams for your program. You can also stay ahead of unspent monies by tracking spending together.

Spell out your fiscal management policies and procedures in an accessible guidebook. Y4Y offers a sample of what this guidebook might contain. The one for your program will need to reflect the structures of your host district, your program, and your state. Example of why a guidebook is important: One of the key takeaways of the Y4Y Fiscal Management course is that there are complex restrictions around 21^st CCLC grant funds. The pandemic has shed a light on how often we must step into new roles with little or no advance notice. A guidebook that your whole staff can refer to means that no matter what your staffing issues might be, budgeting rules can be followed seamlessly.

Keep an eye on the future. Your RFP asks you to talk about the future of your program, so you should always be thinking about the future of your program. Y4Y offers a tool for creating your sustainability plan to get this process — and it is a living process — going. Example of why this is important: Your initiatives in equitable STEM access, career exploration, social and emotional learning, and more lose power today if you can’t keep them going tomorrow.

You may feel that navigating your 21^st CCLC budget demands your own personal resilience. And you may be right about that! But Y4Y’s new course on fiscal management further breaks down difficult concepts into simple explanations. It’s designed to ensure that every 21^st CCLC leader can feel confident about their fiscal brilliance and their program’s resilience.

February 3, 2022

The data are in: “Adaptation of children in disasters depends on the resilience of interconnected systems, including families, schools, communities, and policy sectors.” Throughout the U.S., in the past two months alone, communities have faced unprecedented fires, tornados, flooding, and freezing temperatures with loss of power. The entire country is facing surges in COVID-19, and with them, more school closings and virtual learning, illness and loss, and economic impacts. Who are your partners in critical efforts to buoy students through recovery? The school district? Parents? Reflections on an invited paper in the International Journal of Psychology suggest you can use Y4Y professional development resources to arrive at common language and align practices with these partners to build student resilience as a group effort.

Safety Planning and Implementation

A Y4Y Click & Go offers a mini-lesson to bring you up to speed on the basics of safety preparedness missions, alignment with your host organization, and the roles of each staff member. The Click & Go includes podcasts that further explain safety planning, host organization plans, developing and implementing a program-specific plan, and how to practice safety with appropriate sensitivity to the emotional needs of students. There are tools to help you put it all in place. If your program is already implementing a safety plan, you can use the Click & Go to ensure common language, alignment, and clear roles among partners. These steps can strengthen what the paper cited above calls “the resilience of interconnected systems.”

Partnership and Communication

Many Y4Y resources can be tapped to reinforce the strength of your community and family partnerships, both from a structural perspective — like aligned policies and practices — and from a social perspective — like shared culture and climate. Check out these partnership- and communication-building tools:

• Reaching Out to Families
• Family Engagement Communication and Record Keeping
• Communicate With Families (video)
• Benefits of Family Engagement (video)
• Communication With Families About Safety
• Communicating With Schools Training Starter
• Strategies for Creating a Positive Learning Environment

Cross-organizational trainings and regular reminders can help you keep everyone on the same page. Program leaders can review the Y4Y trainings listed below and pull out the most relevant information to share with staff and partners:

• Effective Workplace Communication
• Strengthening Connections With Families and Communities (webinar)
• Connecting Families to Supports

Student Well-Being

With all your adult-to-adult group efforts strengthened, you’ll be ready to decide together what student well-being looks like and how priorities are set. Remember to assign those priorities according to school- and student-level data in your district. At this moment in history, those data may well include the number of homes destroyed, loved ones lost, or students living with food insecurity. Revisit the vast collection of Y4Y data collection tools if you’re unsure how to carry out this critical step. Then, use the tools below to shape the priorities of your group effort in ways that are developmentally appropriate, honor social and emotional growth, and acknowledge the likely presence and impact of trauma:

• Child and Adolescent Development Matrix
• Mapping Assets for Social and Emotional Learning
• Trauma-Informed Care (Click & Go)
• Health and Wellness: Partnering With the School Day (Click & Go)

As with building communication among partners, consider cross-organizational training on student well-being with Y4Y resources like these:

• Building a Strong Program Team (focused on child and adolescent development)
• Partnering With Families for Healthy Child Development
• Introduction to Social and Emotional Learning
• Integrating Social and Emotional Learning

The proverb It takes a village to raise a child has evidence behind it today. The question your community needs to ask itself is: What does “raise” mean? One thing you’re sure to agree on is this: You can’t put children in a bubble. You can’t protect them from tough times. What you can do is prepare them for tough times with supports that build their resilience — their ability to learn and grow from those tough times. A look at the data confirms that when you do this as a community, you’ll have the greatest chance for success.