Interventions

Title
“A Deep Passion for Reading and Writing”: An Interview with Lena Townsend
“I Could See Myself as a Scientist”: The Potential of Out-of-School Time Programs to Influence Girls’ Identities in Science
A New Way to Assess Nutrition Knowledge: The Healthy Plate Photo Method
A System That Works: Highlights of Effective Intervention Strategies in a Quality Improvement System
A Youth Development Approach to Evaluation: Critical Participatory Action Research
And Girl Justice for All: Blending Girl-Specific and Youth Development Practices
Before the School Bell Rings: How a Before-School Physical Activity Program Improves Executive Functions
Behavioral Health and Trauma-Informed Integration in Afterschool
Boyz 2 Men: Responsible Empowerment for Inner-City Adolescent Males
Bringing Afterschool Home-OST Programming in Affordable Housing Communities
Children’s Perspectives on Literacy Skill-Building Activities in OST Programs
College Access Through Youth-Led Afterschool Programming
Connecting Afterschool Program Quality to Social, Emotional, and Literacy Skill Development
Creating Engaged Citizens: Using Young Adult Novels and Thematic Units to Encourage Democratic Action
Creating Holistic Partnerships Between School and Afterschool
Creating Opportunities for Mutual Affiliation: Gang Prevention and Relational-Cultural Theory in Project YES
Creative Youth Development in the Context of Homelessness
Critical Black Feminist Mentoring
Dealing with Behavior Problems: The Use of Positive Behavior Support Strategies in Summer Programs
Designing for Belonging and Becoming in an Afterschool Tinkering Program
Don’t You Want to Do Better? Implementing a Goal-setting Intervention in an Afterschool Program
English Learners and Out-of-School Time Programs: The Potential of OST Programs to Foster EL Success
Equity and Inclusion: An Action Agenda for Youth Development Professionals
Éxito: Keeping High-risk Youth on Track to Graduation through Out-of-school Time Supports
Getting the Right Fit: Designing a Professional Learning Community for Out-of-School Time
Healthy Eating in Out-of-School Time: The Promise and the Challenge
Helping Low-Income Urban Youth Make the Transition to Early Adulthood: A Retrospective Study of the YMCA Youth Institute
Infrastructures to Support Equitable STEM Learning Across Settings
Keeping Children Safe: Afterschool Staff and Mandated Child Maltreatment Reporting
Making and Mentors: What it Takes to Make Them Better Together
Making Summer Count
Making the Most of the Middle: A Strategic Model for Middle School Afterschool Programs
Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety
Promoting Mental Health Careers and Improving Mental Health Outcomes Among Latinx Youth
Research-Based Practices in Afterschool Mentoring Programs
Self-Assessment of High-Quality Academic Enrichment Practices
Supporting Effective Youth Work: Job-Embedded Professional Development in OST
System Building, Relationships, and Quality Interview with NIOST’s Ellen Gannett
The Four Cs of Afterschool Programming A New Case Method for a New Field
The Plague of the Broken Crayons and the Heads That Haunted Us
Toward a Movement: Uniting Organizers and Direct Service Providers in a Movement for Juvenile Justice Reform
Toward More Equitable Outcomes: A Research Synthesis on Out-of-School Time Work with Boys and Young Men of Color
Transformative Work in Programs for Children and Youth
Understanding the “How” of Quality Improvement: Lessons from the Rhode Island Program Quality Intervention
Using Action Research to Engage Youth in Improving OST Programming
Using Screen Time to Promote Green Time
Using Video Game Design to Motivate Students
What If? Building Creative Cultures for STEM Making and Learning
Youth GO: An Approach to Gathering Youth Perspectives in Out-of-School Time Programs
  • PEOPLE ARE SAYING

    "NIOST has been an anchor for numerous school age care projects we do, including ASQ (After-School Quality) and Links to Learning. They are a nationally respected organization that Pennsylvania has partnered with for over 20 years."



    – Betsy O. Saatman, TA Specialist/SAC Initiatives, Pennsylvania Key
  • PEOPLE ARE SAYING

    "NIOST was a core partner in supporting the development of quality improvement systems across the nine cities that participated in The Wallace Foundation Next Generation Afterschool System-Building Initiative. The NIOST team worked well with other technical assistance partners in the initiative, always willing to pitch in and collaborate with others to make our professional learning community meetings a team effort. I truly hope the Foundation has an opportunity to partner with them in the future."


    – Priscilla M. Little, Initiative Manager, The Wallace Foundation

  • PEOPLE ARE SAYING

    "NIOST has been a leader in the out-of-school time field for as long as I can remember, and I have relied on their research, tools, and advice to improve my practice throughout my career. Their staff members are good partners and good listeners, and their influence across the country is palpable."


    – Jane Quinn, Vice President and Director of National Center for Community Schools, Children's Aid Society
  • PEOPLE ARE SAYING

    "Georgia Hall, Ellen Gannett, and the NIOST team have been instrumental in driving the healthy afterschool movement. Their dedication to quality practice, informed policy, and collective impact is instrumental in our effort to create healthier communities."



    – Daniel W. Hatcher, Director, Community Partnerships, Alliance for a Healthier Generation

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The Afterschool Matters Initiative is managed by the National Institute on Out-of-School Time, a program of the Wellesley Centers for Women at Wellesley College

Georgia Hall, PhD, is Managing Editor of the Afterschool Matters Journal

Wellesley Centers for Women
Wellesley College
106 Central Street
Wellesley, MA 02481-8203 USA

asm@niost.org
781.283.2547

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