Shaping Summertime Experiences Opportunities to Promote Healthy Development and Well-Being for Children and Youth (2019) / Chapter Skim
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6 Future Directions for Policy, Practice, and Research
6 Future Directions for Policy, Practice, and Research
Pages 169-188
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From page 169... ...
The seven overall conclusions are these: CONCLUSION 6-1: Summertime experiences can affect academic, health, social and emotional, and safety outcomes for children and youth, with those in disadvantaged communities at risk for worse outcomes. CONCLUSION 6-2: There are opportunities for systems and agents to implement innovative new programs and extend effective practices that already exist during the school year into the summer period.
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From page 170... ...
The QMS process should be specific to summertime and contin uous, and it should contain the following six components: 1. a systematic assessment of existing summertime programs and services; 2.
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Local Governments can co-create plans for assessing needs, eliminating ineffective practices, prioritizing the needs of disadvantaged children and youth, planning and implementing programs, and measuring, evaluating, and continuously improving summertime experiences for children and youth in their communities. Supporting Conclusions for This Recommendation CONCLUSION 2-1: Existing summertime programs and services for children and youth are provided by multiple sectors and agents; however, decisions by these sectors and agents on what experiences to provide are made independently and typically with limited or no coordination to opti mize the total impact of summertime experiences for children and youth.
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This need is especially great for underserved populations, which have been underrepresented in the research literature to date, including children who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant and refugee, homeless, child welfare or justice system involved, and LGBTQ+, as well as those with special health care or devel opmental needs. CONCLUSION 4-1: Summer programs can be designed to promote children's and youth's safety, physical and mental health, social and emotional development, and academic learning, but they must be tar geted to the needs of participants, have programming linked to desired outcomes, be of sufficient duration, and promote strong attendance.
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Intermediaries, with foundation and philanthropic support, have evolved to provide the systemic infrastructure, expertise in programmatic areas of interest, and knowledge of community contexts that helps facilitate resource deployment for out-of-school time systems, and as such, summertime experiences. The committee would be remiss to overlook the critical roles intermediaries play in convening, funding, and creating systems of quality implementation and improvement, in aligning professional learning systems for out-of-school time professionals, in evaluation, and in some cases, in advocacy.
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CONCLUSION 2-5: The private sector is well positioned to have an impact on summer experiences by employing youth directly and by promoting family-friendly policies and corporate social responsibility initiatives that engage children and youth during the summer months. CONCLUSION 4-2: Summer employment is an important and effec tive summer experience for middle and late adolescents and is effective in reducing crime and improving academic outcomes.
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Supporting Conclusions for This Recommendation CONCLUSION 2-2: Improving the accessibility and availability of summer programs by reducing barriers to equitable participation (e.g., cost, geography, special needs) could help to address the unmet demand that families have for quality summer experiences for their children and improve access to summer nutrition programs.
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CONCLUSION 3-3: The Summer Food Service Program and the Sum mer Electronic Benefits Transfer for Children Program play crucial roles in reducing food insecurity and increasing access to healthy foods during the summer.
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Supporting Conclusions for This Recommendation CONCLUSION 2-5: The private sector is well positioned to have an impact on summer experiences by employing youth directly and by promoting family-friendly policies and corporate social responsibility initiatives that engage children and youth during the summer months. CONCLUSION 4-2: Summer employment is an important and effec tive summer experience for middle and late adolescents and is effective in reducing crime and improving academic outcomes.
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CONCLUSION 4-1: Summer programs can be designed to promote children's and youth's safety, physical and mental health, social and emotional development, and academic learning, but they must be tar geted to the needs of participants, have programming linked to desired outcomes, be of sufficient duration, and promote strong attendance. CONCLUSION 5-2: Children who are poor or near-poor or live in geographies of concentrated disadvantage have less access to adequate nutrition and high-quality summertime program ming that provide opportunities for healthy development in the summer.
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System involvement puts these children and youth at particular risk for decreased access to effective summertime programming, and there are few examples where these government agencies have implemented comprehensive programs and practices that implement positive youth development approaches or meet the developmental needs of those in their care. Research shows that the systems that interact with this population should ensure that their policies and practices are developmentally appropriate, meet health and educational needs, and avoid causing harm.
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Supporting Conclusions for This Recommendation CONCLUSION 2-1: Existing summertime programs and services for children and youth are provided by multiple sectors and agents; how ever, decisions by these sectors and agents on what experiences to provide are made independently and typically with limited or no coor dination to optimize the total impact of summertime experiences for children and youth. CONCLUSION 2-6: Juvenile justice and child welfare systems do not have a comprehensive approach for system-involved children and youth specific to summertime.
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that sponsor surveys and collect data on children and youth that includes the summer months should • establish and maintain databases that allow for disaggregation of data by month; • extend academic-year data collection to include the summer months when appropriate to the subject of the data collection; and • share data across systems when possible. In its review of the evidence related to the four outcome domains, the committee found multiple instances where data collection that occurred during the school year ceased during the summer months, leaving gaps in the available evidence related to summertime experiences and the effect of summer on developmental growth.
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CONCLUSION 3-2: More research is needed to understand the full impact of summertime experiences on outcomes and trajectories related to child and youth safety, pro- and anti-social, risk-taking, and delinquency-related behaviors; mental health; and social and emotional development. This need is especially great for underserved populations, which have been underrepresented in the research literature to date, including children who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant and refugee, homeless, child welfare or justice system involved, and LGBTQ+, as well as those with special health care or developmental needs.
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From page 183... ...
CONCLUSION 3-2: More research is needed to understand the full impact of summertime experiences on outcomes and trajectories related to child and youth safety, pro- and anti-social, risk-taking, and delinquency-related behaviors; mental health; and social and emotional development. This need is especially great for underserved populations, which have been underrepresented in the research literature to date, including children who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant and refugee, homeless, child welfare or justice system involved, and LGBTQ+, as well as those with special health care or developmental needs.
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Effectiveness of • Examine how participation in summer programs over multiple Programs and years affects outcomes for children and youth. Practices • Conduct replication studies to understand how different contexts may change outcomes.
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These populations include but are not limited to children and youth who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant and refugee, homeless, system-involved, LGBTQ+, and those with special health care or developmental needs. Social and • Examine seasonal patterns related to the developmental Emotional trajectories of social and emotional skills for children and youth.
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CONCLUSION 5-5: More research on disparities related to family socioeconomic status, racial/ethnic subgroup, family status, and geog raphy is needed to inform policy initiatives that address inequitable access to quality summer experiences. CONCLUSION 5-6: More research is needed that specifically exam ines summertime experiences and their distribution across children and youth living in different types of family and community contexts, particularly underserved populations (e.g., children who are American Indian, Alaska Native, Native Hawaiian, Pacific Islander, immigrant, migrant and refugee, homeless, system-involved, LGBTQ, and those with special health care or developmental needs)
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. Investing in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds Act.
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