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Federal Alignment with Research-Based Practices on School-Age Development and Well-Being

Publication Date
Authors
Philip Steigman and Jess Belledonne

Childhood development experts recommend specific practices for afterschool and youth development programs to promote well-being and healthy development, including positive relationships; rich learning experiences and knowledge development; environments filled with safety and belonging; the development of skills, habits, and mindsets; and integrated support systems. This brief examines the extent to which federal afterschool and youth development programs are aligned with these recommended practices.

Key Takeaways

  • Most federal programs use guidance or other policy tools to promote well-being and healthy development in ways that meet their individual program goals
  • There is significant variability in the terminology used by federal programs to define recommended practices
Files
School-Age Development and Well-Being (pdf, 346.43 KB)
Topics
Care & Service Delivery Settings | Prevention | Child Care | Early Care & Education | Youth Development | Evidence-Based Policymaking | Education & Well-Being | Human Services Policy | Regulatory Policy, Analysis, & Guidance
Product Type
ASPE Issue Brief