As Thanksgiving approaches, we’re reminded of the power of gratitude, the quiet force that strengthens our relationships, fuels our purpose, and brings warmth to our programs. At CASE for Kids, what makes our work truly special isn’t just the activities or curriculum—it’s the people. Every day, staff, students, and families come together to create a safe, supportive, and inspiring space where growth and connection flourish.

This month, we’re celebrating the spirit of gratitude and appreciation that binds our CASE community. The history of Thanksgiving is the story of diverse people working together to build a strong community (Thanksgiving Day Tradition, Britannica, 2020). Our success at CASE is built on teamwork and collaboration. Site leaders, tutors, custodians, parents, and volunteers all play a vital role.

Each day, the Harris County Department of Education’s Center for Afterschool Enrichment (CASE) division has multiple reasons to be thankful. These include the students enrolled in our programs, their parents, community partners, and the school districts we support. Expressing gratitude reminds us that the work we do matters. When we focus on our purpose, we strengthen our relationships with those we serve.

I encourage you to take a moment to think about who made your day better this week. Which students showed kindness or growth? What made you smile today?

When youth practice gratitude during Thanksgiving, they cultivate a mindset that can positively shape their emotional and social development. Expressing thankfulness helps students recognize the value of relationships, community, and the opportunities they might otherwise overlook. It encourages empathy, strengthens family bonds, and promotes a sense of belonging and appreciation.

This season let’s take time to thank those who make our programs shine—from site leaders and tutors to parents and volunteers. But let’s also carry that spirit beyond the holidays. When we lead with appreciation, we build stronger communities, deeper connections, and a more compassionate future for the youth we serve.

This season let’s take time to say thank you to those who make our program shine.

Annually in October, communities throughout the country unite to recognize National Bullying Prevention Month. National Bullying Prevention Month is a time dedicated to raising awareness, promoting kindness, and encouraging youth and adults to take a stand against bullying in all its forms. Bullying is defined as a form of repeated aggressive and violent behavior towards others and involves an imbalance of power (Ball & Bindler, 2008; Olweus, 1994; Selekman & Praeger, 2006).  This type of behavior affects millions of children and teens each year, leaving lasting impacts on mental health, academic performance, and self-esteem (Albayrak, S., Yildiz, A., & Erol, S.,2016). Bullying can occur in schools, online, or in social settings. No matter the form, bullying is a serious issue that should be recognized and addressed.

There are times when bullying behavior might get confused with horseplay or playful mocking that is a result of someone’s mishap. Although these incidents can create conflict and misunderstanding, bullying is very different.  According to the National Bullying Prevention Center, bullying is different from other non-threatening behaviors in the following ways. Conflict is a disagreement or argument in which both sides express their views with no negative intent. However, bullying is negative behavior directed by someone exerting power and control over another person's mental and physical wellbeing (www.pacerkidsagainstbullying.org).

With bullying, there is often a power imbalance between those involved. In many cases, students who bully others perceive their target as vulnerable in some way and often find satisfaction in harming them. As a result, it is extremely important that youth serving entities have access to resources to minimize the occurrence of bullying. To that end, the PACER’s National Bullying Prevention Center initiated National Bullying Prevention Month in 2006. The campaign encourages schools, parents, and youth organizations to host events, share resources, and foster safe, inclusive environments so that all youth are safe and supported in their schools, communities, and online person (www.pacerkidsagainstbullying.org)..  

Recent data from the National Health Interview Survey shows that 34% of teenagers aged 12–17 reported being bullied in the past 12 months. The following list statistics and troubling disparities among groups:

• Girls are more likely to be bullied than boys (38.3% vs. 29.9%).
• Sexual and gender minority youth face significantly higher rates of bullying (47.1%) compared to their peers (30.0%).
• Students with developmental disabilities are also more vulnerable (44.4% vs. 31.3%).
• White non-Hispanic teens report the highest bullying rates among racial groups (39.6%), while Asian teens report the lowest (16.1%).

The mental health impact is profound:

• 29.8% of bullied teens experience symptoms of anxiety, compared to 14.5% of non-bullied teens.
• 28.5% of bullied teens report symptoms of depression, more than double the rate of their non-bullied peers.

One of the most powerful tools in the prevention of bullying is student voice. When young people feel heard and supported, they are more likely to speak up, seek help, and support others. Schools can foster this by creating safe spaces, encouraging open dialogue, and training staff to recognize and respond to bullying behavior effectively. Bullying prevention is not just a one-month effort, it’s a year-round commitment. By working together, we can build a culture of respect and kindness where every student feels safe, valued, and empowered. Let’s make this October a turning point. Let’s stand together against bullying.

Refences

Ball, J. W., & Bindler, R. C. (2008). Pediatric nursing—Caring for children (4th ed.). Pearson Prentice Hall. Bauer, S. N., Lozano, P., & Rivara, F. P

Albayrak, S., Yıldız, A., & Erol, S. (2016). Assessing the effect of school bullying prevention programs on reducing bullying. Children and youth services review, 63, 1-9.

“The more things change, the more they stay the same.” This phrase, attributed to French journalist and novelist Jean-Baptiste Alphonse Karr in an 1849 journal entry (www.studylight.org), reflects the enduring nature of societal patterns despite evolving circumstances. In the past, Labor Day signaled the end of summer vacation and the beginning of a new school year. Today, with many school districts starting in mid-August, Labor Day often marks the first school holiday for students, though many remain unaware of its historical significance.

Labor Day was first celebrated on September 5, 1882, in New York City. Organized by the Central Labor Union, it honored the social and economic achievements of American workers. The idea quickly gained traction across the country, with numerous states adopting the holiday before it became a national observance.

In 1894, following the nationwide Pullman Strike—a railroad labor protest that escalated into violence and required federal intervention—President Grover Cleveland signed Labor Day into law as a federal holiday. This move was, in part, an effort to reconcile with organized labor. Traditionally observed on the first Monday in September, Labor Day is now celebrated with parades, picnics, and barbecues. It serves as a time to honor all workers, from educators and healthcare professionals to tradespeople and afterschool service staff.

To all the dedicated staff, educators, mentors, and volunteers in afterschool programs: we at CASE for Kids recognize your unwavering commitment, compassion, and tireless efforts to support youth beyond the school day. You create safe spaces, spark curiosity, build confidence, and inspire young minds. Your work may sometimes go unnoticed, but your impact is immeasurable. Thank you for being the heart of afterschool—for showing up and uplifting our youth. This Labor Day, we honor you and proudly say: Happy Labor Day!

References

1. Jean Baptiste Alphonse Karr - 1911 Encyclopedia Britannica - StudyLight.org

As the new school year approaches, students, parents, and teachers alike begin preparing for a fresh start filled with opportunities for growth and success. While the anticipation of a new academic year can be exciting for many students, it can also bring feelings of anxiety and uncertainty. This emotional shift is common, especially for students transitioning to a new grade level or school, which can heighten their stress levels (Bagnall, Skipper, & Fox, 2020).

Research by Dr. David Von Drehle (2010) shows that students typically lose about a month of progress in math over the summer, with low-income students potentially falling behind by as much as three months in reading comprehension. There are numerous studies conducted to measure the effectiveness of summer programs to minimize the summer learning loss. According to research conducted by Dr. Mary Terzian, Dr. Kristin Anderson Moore, and Kathleen, Hamilton, (2009), to be an effective summer learning program, sites should balance educational activities with activities typical of summer camps, such as games and sports. These summer learning programs frequently rely more heavily on interactive, hands-on projects and enrichment activities. The following are common characteristics of summer programs that have been effective in decreasing participant’s academic slide:

• Make learning fun by supplementing academic instruction with activities that are relevant and engaging to the participants. Some examples include a debate on current events, use of technology, field trips, hip-hop dance, rap and spoken word, improvisational comedy, art, drama, and storytelling (www.childtrend.org, 2009). 
• Integrate hands-on activities such as immersion and experiential learning to keep students engaged in the material. Engaging children in games, group projects, field trips to historic sites, nature expeditions, and science experiments are all ways in which to make learning more interesting and applied (Johnson, P, 2000).
• Successful summer programs integrate educational learning activities that complement what children are learning during the school year (Bell, S. R. and N. Carrillo, 2007). When possible, hire experienced teachers to deliver the academic lessons. Programs that create positive outcomes for reading and math achievement frequently used experienced teachers for academic services opposed to just relying on college students (www.childtrend.org, 2009). 
• Keep the student group sizes small. Class sizes of about 10-15 students tended to be most effective for small-group instruction, with one lead teacher and one teaching assistant (or about a 1:5 adult-to-student ratio). Individualized instruction is also helpful (www.childtrend.org, 2009). 
• For economically disadvantaged students, who often miss out on extracurricular activities such as sports and music during the school year, combining academic instruction with youth development and physical fitness activities may be particularly effective (www.childtrend.org, 2009). 

After-school professionals should work with the students’ caregivers and parents to help them make the transition back to the regular school day easier for their students. With thoughtful preparation and a positive mindset, the new school year can be a fresh chapter full of promise. By working together and supporting one another, families and after-school program staff can help make this school year the best one yet.

References

Bagnall, C. L., Skipper, Y., & Fox, C. L. (2020). ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. British Journal of Educational Psychology, 90(1), 206-226.

Bell, S. R. and N. Carrillo (2007). Characteristics of effective summer learning programs in practice. New Directions for Youth Development, 114, 45-63.

Eccles, J. S., & Harold, R. D. (1993). Parent-school involvement during the early adolescent years. Teachers college record, 94(3), 568-587.

Johnson, P. (2000).

Von Drehle, D. (2010). The case against summer. Time Magazine.

Trends, C. (2009). Effective and promising summer learning programs and approaches for economically disadvantaged children and youth. www.childtrends.org and www.childtrendsdatabank.or

Independence Day is a time to remember the courage, sacrifice, and determination of those who fought for our nation's freedom. The colonists dreamed of a place where every voice mattered, where people could live with dignity, and where justice and equality would be the guiding force for the future. Yet the right to freedom is not just about the past. It’s also about what we do with it today. Therefore, the question for those who oversee our youth is how to instill this virtue in today’s students. Especially since they have enjoyed the freedom of living in a democracy their entire life. 

Although today’s youth may not be leading revolutions or writing a constitution, they still have something just as powerful which is their voice. Student voice refers to the active involvement of students in the decision-making processes that affect their learning and school environment. It’s about recognizing students as partners in education, not just passive receivers of knowledge. It is acknowledging their ideas, questions, and dreams matter.  

When youth can discuss their thoughts, opinions and beliefs, they are honoring the very spirit of independence. People working in summer programs can use Independence Day as a reminder for students attending their programs to have the freedom to learn, grow, and shape the world the world they will be living in. Encourage students to use their voices not just to speak, but to listen to others, try and understand their perspectives, and to become leaders in their school.  When students are given a platform to express their ideas, concerns, and aspirations, not only will their school benefit but their community benefit as well.  

As out of school practitioners create an environment where students feel safe and respected, they will share their thoughts.  You can encourage dialogue by using tools like surveys, suggestion boxes, or reserve time for open forums. Show students that their input can lead to real change.  As students are given the opportunity to speak, and more importantly, to be heard, they become a crucial part of actively engaging in their programs.

Independence Day recognizes our nation's freedom from colonial rule or oppression. Similarly, by encouraging student voice, you are empowering young people to express their thoughts, ideas, and concerns freely within their schools and communities. Just as a country values its independence, schools should value students' perspectives as well. Empowering student voice isn’t just a cliché; it’s a transformative method for teaching and learning. Happy Independence Day, and may we always remember our voice is our power.

The irony of working in the out-of-school time field is that as the school year starts to wind down, summer programs start to shift into high gear. Programs transition from operating approximately 2 to 4 hours a day to providing six to eight hours of services. The premise of the summer loss argues that the academic progress that students made during the previous school year diminishes during the summer break. Even if the student attends summer school, which is usually for remediation not necessarily retention. 

According to P.T. Von Hippel (2019), students will lose approximately two months of what they’ve learned in math learning every summer.  The National Summer Learning Association claims that starting in elementary school low-income students will suffer from summer learning loss which contributes to a noticeable academic performance gap between them and their middle- class peers (NSLA, 2019).

However, according to research conducted by. Megan Kuhfeld who collected data from the 3.4 million students who took the NWEA MAP Growth assessments, determent the students who experienced the greatest loss during the summer, were those who made the greatest gains during the previous school year. Her research indicates that most children, regardless of their learning advantages, tend to learn more slowly during summer vacations compared to the school year. This means that each summer provides an opportunity for children who are lagging to catch up. In other words, even if learning gaps don't widen significantly during summer vacations, these breaks still offer a chance to reduce them (M Kuhfeld, M, 2019). 

The summer break provides after school and summer programs with the opportunity to provide disadvantaged students with resources and activities to reduce summer learning loss. Previous research shows that summer learning programs for disadvantaged children can shrink achievement gaps, especially if students attend them regularly for several years (Trends, C. 2009). A study conducted by Bowers, and Schwarz (2017) revealed that if students from low-SES homes participate in a well-designed summer programs, their participation can result in improved oral and written narrative skills. Unfortunately, poor attendance sometimes dilutes the effectiveness of summer learning programs; therefore, students who attend summer programs regularly get a benefit, but other students do not.

References

Kuhfeld, M. (2019). Surprising new evidence on summer learning loss. Phi Delta Kappan, 101(1), 25-29.

Trends, C. (2009). Effective and promising summer learning programs and approaches for economically disadvantaged children and youth.

Von Hippel, P. T. (2019). Is summer learning loss real?. Education Next, 19(4).

Spring is officially here. It marks the transitioning of our seasons and year. Winter is typically the coldest period; summer is the warmest time of year and spring, and autumn are the transition seasons. This period marks a time of change, not only for nature, but our daily activities. Depending on the region in which you live, there is a change in the time-of-day, affectionately termed “Spring Forward” as a reminder to set your clocks an hour earlier. Consequently, there is more daylight, which provides additional time to work, relax, and spend time doing things you enjoy.

As the year progresses there are fluctuations in temperature, which research has indicated cause a variation in our moods, psychological well-being, and behavior. Consequently, our social, mental, and academic performance may also alter. The winter months tends to cause more depression and fatigue while the warmer seasons result in increased energy levels and less tiredness (Meesters, Winthorst, Duijzer, & Hommes, 2016). According to a study conducted by Rastad, Sjoden, and Ulfberg (2005) on human behavior, since the shift in weather patterns have an influence on our daily routines and work performance, educators, mentors and out of school time professionals need to be proactive regarding the activities they plan for the remainder of the school year.

Students will want to go outdoors more. Planning outdoors activities will help revitalize their excitement and participation in the after-school program. Earth day is in April, so planting a garden or starting a recycling initiative not only gives students responsibility but awareness of the importance of taking care of their environment. Spring cleaning is also a commonly used phrase to better organize our schedule and life. It can be a reminder of the importance of taking care of your mental health by implementing practices that encourage the removal of negative elements in your life and replace them with more productive habits.

Since research suggest that as students’ progress through the school year, they need a learning environment that will increase their desire to learn new thing and motives them perform better. Thus, it is recommended that educators attentive of the students’ classroom space, temperatures, and lighting. As educators, let us embrace this new season and encourage our students to view it as a time for renewal, growth, and the beginnings of positive change that spring can produce.

References

Meesters, Y., Winthorst, W. H., Duijzer, W. B., & Hommes, V. (2016). The effects of low-intensity narrow-band blue-light treatment compared to bright white-light treatment in sub-syndromal seasonal affective disorder. BMC psychiatry, 16(1),

Rosenthal, S. J., Josephs, T., Kovtun, O., & McCarty, R. (2020). Seasonal effects on bipolar disorder: A closer look. Neuroscience & Biobehavioral Reviews, 115, 199-219.

The month of March brings to a close the first quarter of 2025. It is a time of change, as the chilling wind of winter transforms into the warm breeze of spring. March is traditionally a time of growth and harvest as the weather offers moderate temperature and rainfall. This is a month of symbolism that people could view as a sign of encouragement, as well as a reminder to be aware of those around us.

The month begins with days that encourage us to seek knowledge of oneself and others. March 3 is Social Emotional Learning Day (SEL), which focuses on urging people to better understand their emotions, so that they may make responsible decisions to build positive relationships. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL involves five core competencies that can be applied in the classroom, at home, and in our communities. These five core competencies are:

• Self-Awareness,
• Self-Management,
• Social Awareness,
• Relationship Skills
• Making Responsible Decisions

 A great way programs can celebrate SEL day is by challenging their students to find songs that inspire positive coping skills, gratitude, accountability, self-efficacy, resiliency, and self-motivation. The five competencies can be used as a motivator for people to work towards achieving their goals and is a perfect transition to the following day, March 4.

Due to its unique pronunciation, March 4^th sounds like a proclamation to continue forward. It is a decree to persist toward a goal or to continue the resolution that you made at the beginning of the year. As it pertains to those working in afterschool programs, March 4 could be used by staff as a day to remind students that their actions are progress towards achieving their goals. To help student identify their goals and measure their progress, have them create a “March 4 Board of Goals.” This vison board is a visual representation of what they would like to achieve for the remainder of the school year.

Historically, March 4 also indicates the moment when the US Constitution went into effect. Thus, becoming the law and guiding principles that guide our nation. An activity you could use for this day is to encourage students in your program to create a site constitution. The site constitution should include statements which establish program’s norms and encourage positive behavior.

Conversely, to creating actionable tasks, March is the month that reminds us to take pause both physically and mentally. This happens annually during Spring Break, a time to rest from the routines of our daily work. For many students it is a time to enjoy, reflect and reenergize in preparation for the last months of the academic year. You can reserve space for meditation and reflection. Teaching students to relax and discover positive ways to reduce stress and fatigue will benefit them both physical and mentally.

For those who are classic literary enthusiasts, the "Ides of March" by William Shakespeare is a fateful story to beware of friends’ acquaintances. This date, which is March 15 on the Roman Calendar, signifies a warning to Julius Caesar to be aware of potential dangers from his colleagues which lead to his death. This story can be complex so a good book for younger youth to better understand the story is written by Jeanette Vigon entitled “Shakespear for Kids Julius Ceaser.” Consequently, the Ides of March is about betrayal and the importance of having have a support system to help youth achieve their goals. As part of the lessons learned from the book, programs can reserve time for noncompetitive team building activities to build trust among students in the program. They can also teach conflict resolution skills to help students to positively resolve disputes. The month of March is a time for personal growth, to Spring into action, yet to take time for yourself and trusted friends.

Resources and references:

26 Tried and True Trust Building Activities McCullough, M. E., Emmons, R. A. & Tsang, J. (2002). Teaching Expertise. 48 Creative Team-Building Activities for Kids - Teaching Expertise

Jones, J. N., & Deutsch, N. L. (2011). Relational strategies in after-school settings: How staff–youth relationships support positive development. Youth & Society, 43(4), 1381-1406.

Vigon, J., (2024). Shakespeare for Kids Julius Ceasar

For most people by February, the newness of the new year has begun to fade. Yet this month has elements, such as Valentine’s Day, that remind us to show gratitude, appreciation, and love. Traditionally Valentine’s Day activities focus on feelings we have for others through cards and candy. Yet, as it relates to the out- of- school time field, Valentine’s Day provides opportunities to show our appreciation and gratitude of key people in our lives. This day should be a celebration for showing respect, thankfulness and building relationships with others. These are skills youth should display all year long.

Research in positive psychology has shown that expressing the feeling of gratitude has a positive effect for the well-being, health, self-esteem, and attitude of youth (Wood, Froh, & Geraghty, 2010). This starts with building relationships. Relationships in general require several crucial components, listening to others, paying attention to what others say, being trustworthy and expressing gratitude and being enthused about your work (Jonen, & Deutsch, 2011). During Valentine’s Day, staff should make special efforts to acknowledge the good qualities of youth and their families for supporting their afterschool program. Students should be encouraged to express gratitude by writing notes or verbally acknowledging a kind gesture to strengthen relationships with people in their lives.

One reliable way to positively strengthen relationships is to express gratitude, appreciation, and respect. Actions based on these qualities is an ability everyone can do. McCullough, Emmons, and Tsang (2002) found that people who showed gratitude to others are more likely to feel more valued by their family, friends, and teachers than those whose actions are based on obligation. Furthermore, McCullough et al. (2001) indicates that encouraging responses received from showing appreciation to others becomes a repetitive act. Thus, the giver receives as much of a positive affirmation as the individual receiving the benefit. Additionally, the benefactor becomes an example for others to follow which increases the likelihood of additional people extending the practice. So, this Valentine’s Day, let’s teach youth ways to give the gift of gratitude, appreciation, and respect, which is a skill that keeps on giving. The following are some positive ways to show your appreciation to others:

• Write letters to service members or the elderly in nursing homes.
• Collect much-needed items for your local humane society and/or animal shelter.
• Deliver stuffed animals, handmade artwork, or cards to sick children in the hospital.
• Create a Valentine’s Day scavenger hunt.
• Host a Heart Walk.

One of these slight gestures will go a long way towards brightening someone’s day.

References:

McCullough, M. E., Emmons, R. A. & Tsang, J. (2002). The grateful disposition: A conceptual and empirical topography. Journal of Personality and Social Psychology, 82, 112-127

Jones, J. N., & Deutsch, N. L. (2011). Relational strategies in after-school settings: How staff–youth relationships support positive development. Youth & Society, 43(4), 1381-1406.

 Wood, A. M., Froh, J. J., & Geraghty, A. W. A. (2010). Gratitude and well-being: a review and theoretical integration. Clinical Psychology Review, 30, 890–905. doi:10.1016/j.cpr.2010.03.005

Each year many people and their family members make New Year’s Resolutions. The Webster’s Dictionary defines New Year’s Resolution as simply “a promise to do something differently in the new year.” This process often involves starting or implementing a positive form of behavior or the elimination of a negative habit. Initially this vow is taken sincerely, yet as the days progress, the oath may start to fade.

The most common resolutions are often regarding improving personal health, providing services to the needy, or to improve or finances. Specific examples might include to exercise more, lose weight, get organized, learn a new skill, save money, or volunteer with an agency in need. There are countless other practices people may promise to implement; however, the new habits seldom seem to last throughout the year. Despite this trend, the practice of making a New Years resolution often encourages the practice of self-reflection. 

As it pertains to the after-school setting, the New Year occurs at the beginning of the Spring Semester. By this time most students are familiar with the program elements, norms and staff. The new semester provides the site coordinators with the opportunity to adjust their service delivery if needed. Jessica Boschen, an author, educator, and blogger, describes the New Year as the perfect time for kids to have opportunities to reflect on their growth and set goals for the future. Reflection activities can help children build confidence, develop new habits, and learn the value of perseverance.

Some suggested resolutions students can strive to achieve include academic goals, health and fitness goals, and personal growth goals. The key to assisting youth with their resolutions is for adults in their lives to be a resource for guidance and support towards them identifying their goals. It should be emphasized to the students that resolutions are personal, meaningful and achievable. The following are tips to help youth choose and develop their goals:

• Start Small: Encourage children to pick one or maybe two resolutions at a time.
• Be Specific: Help kids narrow it down to something specific, like “practice math for 10 minutes daily.”
• Make Goals Measurable: Goals that can be tracked (e.g., “read one book each month”) give kids a sense of accomplishment when completed.
• Write Them Down: Having a visual reminder of their resolutions helps kids stay on track.
• Celebrate Progress: Acknowledge milestones along the way to keep kids motivated.
• Be a Role Model: Share your own resolutions and talk about how you plan to achieve them.
• Be Flexible: If a resolution isn’t working, help them adjust it rather than abandon it altogether.

Setting New Year’s resolutions can be a wonderful opportunity for children to learn responsibility, persistence, and the importance of self-reflection. With the support of programs staff, youth feel supported, as they work toward achieving their goals. Let’s resolve for 2025 that after school programs are a place to create memories that will last a lifetime.

Reference:

Jessica Boschen, What I Have Learned blog available at https://whatihavelearnedteaching.com