Department of Special Education and Communication Disorders
Document Type
Learning Object
Date of this Version
11-2014
Citation
Strategy brief
Building and Sustaining Student Engagement series (November 2014)
Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States
Abstract
Conclusion
Millions of children and adolescents are unsupervised after school, often because their parents need to work during those hours. When these students are unsupervised, they are at risk for involvement in inappropraite inappropriate behaviors. After-school programs are a potential solution to this problem because they provide students with supervised, safe activities that may also increase academic or social skills. They also provide opportunities for academic tutoring, and social mentoring. Despite the fact that research has thus far been unable to categorically support the positive effects of afterschool programs, the general consensus is that the programs are helpful and have even more untapped potential than has yet been shown. By providing these programs, schools increase the likelihood that students’ free time after school will have a positive effect on their lives rather than a negative one.
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