Tiers 1 & 2 Intervention: Before & After School Programs

Authors

• Jenna Strawhun, University of Nebraska-LincolnFollow
• Natalie Hoff, University of Nebraska-Lincoln
• Elisabeth J. Kane, University of Nebraska-Lincoln
• Kenneth Parnell, University of Nebraska-Lincoln
• Reece L. Peterson, University of Nebraska-LincolnFollow

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.