About this srcd poster session

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Panel information
Panel 32. Solicited Content: Expanded Learning & Out-of-School Time

Abstract

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Feeling a sense of belonging is crucial to young people’s development. Youth who feel accepted and connected are more likely to experience higher levels of psychological well-being (e.g., lower rates of depression, anxiety, stress; greater self-esteem, self-efficacy, resilience), higher academic achievement (e.g., improved grades, more engaged in classroom activities, greater participation in extracurriculars), as well as the development of social skills and emotional intelligence (e.g., empathy, cooperation, prosocial behaviors). Additionally, a sense of belonging may protect against risky behaviors (e.g., youth who feel connected to families, schools, communities are less likely to engage in substance abuse, delinquency) and encourage better physical health behaviors (Allen et al., 2021; Rose et al., 2024).

Developing the competencies to connect with others and feeling a sense of belonging are crucial to positive youth development. However, not all youth experience supportive environments, and disparities exist across different demographic groups. Research shows significant differences in feelings of belonging by gender, first language, race, and socio-economic background. For example, a survey of middle and high school youth found that Black, Latino/x, and multilingual youth reported lower levels of belonging compared to their White peers (Rodriguez & Wy, 2024). These disparities are especially pronounced following the disruptions caused by the COVID-19 pandemic, which has exacerbated feelings of isolation for marginalized groups (Breaux et al., 2023).

Out-of-school time (OST) programs are uniquely positioned to foster belonging in youth by providing environments that encourage positive relationships and the development of social-emotional skills. These programs offer young people opportunities to form meaningful connections and build social skills within supportive environments (Allen et al., 2021; Martin et al., 2016; Parchia, 2021).

In this study, we partner with the Boys & Girls Clubs of Washington State (BGCWA) to examine the impact of their three-year Mental Health Promotion Pilot (MHPP) on the social-emotional skill development (e.g., relationship building) and sense of belonging of Club members in grades 3 to 6. The MHPP provides funds for a behavioral support specialist (BSS), staff trauma-informed professional development, and SEL programming for youth and families at each BGCWA organization for three years. In the fall of 2024 and winter of 2025, we will conduct program observations at 12 Clubs across the state and interviews with 50 staff (which will include organizational leaders, BSS and non-BSS youth development practitioners) and at least 200 members to evaluate the impact of the MHPP. Program observations will be guided by the Weikart Center’s Social-Emotional Learning Program Quality Assessment (SEL PQA). Interviews will provide in-depth information about the MHPP from organizational leaders, staff, and members. A role-ordered matrix will be used to systematically compare responses to primary research questions across roles, and allow the research team to assess how perspectives and experiences differ according to role as well as within a role (Miles et al., 2019). Preliminary findings will be available in the spring of 2025 and advance understanding of belonging and practices that foster connectedness among young people attending OST programs.

Author information

Author	Role
Helen Lee, Ph.D., foundry10	Presenting author
Janelle Salcedo, foundry10	Non-presenting author
Rachael Hocevar, foundry10	Non-presenting author
Jovani Azpeitia, foundry10	Non-presenting author

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