Lessons for Engaging Youth in an After-School Program

Adolescents have competing priorities during their after-school time, so programs should strive to make them want to attend voluntary after-school programming. Program staff can use many strategies to create fun and comfortable environments—for example, playing card games, using virtual teaching tools (e.g., Kahoot), organizing seats intentionally (such as sitting in circle), playing music suggested by participants, being receptive and affirmative when students engage with the lesson, and providing fidget toys. While staff may not expect that things like playlists or toys would meaningfully influence program attendance, they can help set the tone of each session and indicate to participants that their experiences and opinions matter. Staff can also create a comfortable environment by getting to know participants, being upfront when discussing potentially heavy topics, and reminding young people that sharing is always voluntary.

As previously noted, adolescents have busy lives and after-school programs may be easily forgotten during the rush of ending a school day; sometimes, a young person might need an extra boost of encouragement to attend a voluntary program. We send text reminders to participants each day of programming to remind and encourage them to attend. Often, this simple text helps students remember to attend the session or gives them an opportunity to share why they can’t come that day. Additionally, maintaining regular contact with participants can give the young person an opportunity to share why they have missed one or more sessions, which may allow the project team to alleviate barriers to participation. We encourage interested students who have completed the program to become program ambassadors to remind students during the school day to attend sessions.

Participant feedback is essential to ensure that any program resonates with the population it serves. Programs should regularly seek feedback from participants about what they like, dislike, or would like to see change. Programming should be dynamic and responsive to participants’ needs to ensure that they benefit. At the start of the MWB program, youth fill out a “Get to Know You” card that allows facilitators to understand any accessibility and/or resource needs they might have (such as support with learning and physical disabilities, or resources related to mental health, food access, or housing). We then use this information to create a welcoming environment for young people and make referrals and connections as needed to support students holistically.

We encourage students to ask questions and emphasize that their classrooms are a safe space for curiosity and feedback. Staff can further welcome feedback by asking participants for their food and music preferences during the first session. We also conduct focus groups after each implementation session, where participants give feedback about the program and share suggestions on how to improve future sessions.

Programs should accommodate students’ scheduling needs to ensure that they’re able to attend the sessions. Students may be limited by things like spring break, field trips, sports games, graduation, or standardized testing. Program implementors should work with school staff and students to learn about these events in advance and schedule around them to avoid large attendance gaps.

Finally, incentivizing participants for their participation in an evaluation is a standard and effective engagement tool that can also be used to increase engagement in programs that are not being evaluated. In the MWB program, participants receive gift card incentives for attendance: The more classes they attend, the more money they will receive in gift cards. MWB students also receive community service hours for participation—often a requirement for high school graduation—and the MWB team provides food during each session. Providing incentives ensures that participants know that their time is valued, encouraging them to attend the program.

This publication was made possible by Grant Number 90AP2693-04-00 from the Department of Health and Human Services, Administration for Children and Families. Its contents are solely the responsibility of Child Trends and do not necessarily represent the official views of the Department of Health and Human Services, Administration for Children and Families.