School-age child care programs generally serve children between the ages of five and 10. But what happens to middle school children? Through a review of the literature, this article will discuss the best ways to serve the diverse needs of young adolescents aged 10 to 15.
What are the Risks for Young Adolescents During Out-of-School Time?
School encompasses only about 20% of a student's waking hours over the course of a year. After school hours are the time when young adolescents are most at risk of committing violent crimes, as well as of becoming the victim of a violent crime (Fox, 1996; Snyder, 1995). A number of studies have found that unsupervised children and youth are at risk for lower school achievement, increased drug and alcohol use, social and behavioral adjustment problems, and poor academic performance. They are also more likely to engage in a wide variety of risky behaviors (Dwyer, 1990; Long and Long, 1981; Marshall et al., 1997; Mulhall et al., 1996; Pettit, 1997; Richardson et al., 1993; Richardson, 1989; Steinberg, 1986; Vandell, 1995; Woods, 1972; Zill et al., 1977).
What is the Role of Out-of-School Time in Promoting Academic and Social Competence?
Recent data suggests that most young adolescents spend less than one hour per week in school-sponsored activities (Zill, 1995). Lower income children and youth have less access to enrichment activities and programs (Timmer and Eccles, 1985; Medrich, 1982; Zill, 1995), and fewer significant adults in their lives (Galbo, 1986).
Involvement in extracurricular activities may help compensate for risk factors by offering youth a chance to meaningfully contribute to schools and communities (Gordon, 1995; Werner, 1989). Extracurricular activities also allow children to interact constructively with peers. Zill (1995) found that over a three year period, 10th graders involved in more extracurricular activities were less likely to engage in risky behaviors, including smoking, illicit drug use, delinquency, and teen parenthood. Other studies suggest that involvement in extracurricular activities can increase a sense of well-being and reading skills, and reduce the school drop out rate (Mahoney and Cairns, 1997; Nettles, 1991).
Evaluations of individual and multi-site programs have shown that effective programs can reduce the occurrence of many negative risk factors and enhance youth development. Research has suggested that youth who participate in programs have higher expectations for themselves and more self-respect, report feeling safe, have a more positive academic self-concept, engage in fewer incidents of juvenile crime, and have better parent-child relationships, social skills, and work habits (Brooks, 1995; Jones & Offord, 1989; Heath, 1994; Nettles, 1991; Schwager, 1997; Vandell & Pierce, 1997).
Out-of-school time provides opportunities for young adolescents to learn skills that are not generally acquired in school, as well as extend and enrich school-based skills. A young adolescent's sense of competence and affiliation can flourish as a result of participation in effective programs and activities. Participation in out-of-school time programs provides the foundation for success in any area.