Key points:
Out-of-school time (OST) programs have received a lot of attention over the past few years as districts across the country continue to address the lingering effects of pandemic-related school closures.
While the focus of the conversation is often on the academic impact of extended day programs, these programs also have the potential to address an even bigger problem: the student mental health crisis. Reimagining OST programs can be the key to improving students’ mental health. California’s Expanded Learning Opportunities Program (ELOP) is a chance to do just that, and to create a blueprint that other states can use to boost students’ chances of success inside and outside of the classroom. It all starts with helping students develop a positive relationship with school–something I was lucky to have from an early age.
Movement and mindfulness
I grew up in Dublin, Ireland, where I experienced a primary education that was anything but traditional. I attended the John Scotus School, which was founded by the parents of my friend, Nick Telford. The school had a character-focused approach, and during our time there we studied philosophy, practiced mindfulness, and engaged in daily physical movement activities from swimming and martial arts, to hockey, soccer, and rugby. This breadth of experience helped me develop a positive relationship with school and a holistic view of learning.
Soccer was the sport of choice for both Nick and myself, so much so that we began coaching at the age of 16, and we continued to coach throughout college. In the early 2000s we moved to the U.S., where we ran soccer camps in California for five years. This eventually led to running after-school programs in Carlsbad USD. Over the years we built a diverse array of sports and enrichment offerings, and every program is based on a lesson we learned at John Scotus: If you care for kids and keep them engaged, they will not only learn, but they will feel better about school and themselves.
The increasing need for support
Even in the early days, Nick and I realized that many students did not have the kind of school experiences we did, and some of them did not feel good about school or themselves. Mental health has become a struggle for more and more students in recent years. In 2021, the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry, and Children’s Hospital Association declared a National State of Emergency in Children’s Mental Health. A 2023 Substance Abuse and Mental Health Services Administration (SAMHSA) report noted that more than 30 percent of adolescents aged 12 to 17 (some 8.3 million young people) had received mental health treatment in the previous year. And research continues to show that attendance, behavior, and academic performance are impacted by student mental health and well-being. A 2024 study by USC’s Center for Applied Research in Education stressed the need for schools to focus on improving students’ mental health if they want to see improvements in attendance and academics.
But there is only so much time in the school day.
Expanded learning’s historic opportunity
California has made a $4-plus billion annual investment in OST through its ELOP. While many other states have increased funding for OST programs as well, California’s initiative is truly historic in its size, which is why it’s a once-in-a-lifetime chance to completely reimagine what OST looks like before school, after school, and during intersessions.
Realizing the potential of this opportunity requires taking a whole child approach that supports the physical, mental, and academic well-being of all students.
How engagement changes lives
Years of coaching have taught me that engagement comes first. Whether it takes place before, during, or after school, successful learning is inspired by connecting with each student, keeping them engaged, and making sure every one of them feels included.
The Science of Learning and Development (SoLD) says that building strong and trusting relationships is foundational for student success. Expanded learning programs offer an opportunity to engage and inspire students by strengthening some key relationships: the relationship between coach/mentor and student, the relationships students build with one another, and students’ relationship to their own learning and school itself. Building strong relationships creates an environment of belonging in which kids are ready to engage. When they have diverse ways to be active, build skills, and have fun, they are empowered to try new things and grow. This paves the way for them to thrive.
This important work depends on recruiting mission-driven coaches who can relate to students and build mentorship-focused relationships. The most relatable coaches come from the communities they serve–or even attended the very schools where they coach. I’ve also found that students who are struggling in school identify with coaches who struggled in school when they were kids. Coaches who genuinely care about kids and about their community are the ones who are going to build the most powerful relationships.
A shining example of how connecting with coaches and peers can change lives is a student named Ellie, who was in one of our soccer programs in Carlsbad years ago. She was a very shy girl who really started to come out of her shell on the soccer field. As she improved every day, she became more confident and outspoken, encouraging her fellow players and leading by example. When an opportunity to join the club team came up, Ellie had made such an impression on us all that she earned a scholarship to the team and became the heart of that team for the next couple of years. Her hard work and success on the field was something she carried into the classroom as well. She ended up earning a full academic scholarship to Berkley. Ellie’s experience in our soccer program was a transformative one for her and for us.
Expanding the conversation
As districts across California have similar successes with their ELOP programs, I hope that their work will serve as a proof of concept that inspires other states to implement robust expanded learning initiatives that provide more opportunities for all students to build relationships, learn in new ways, and feel good about school and themselves.
As administrators, educators, coaches, students, and parents collectively reimagine what out-of-school time can be, I have also been inspired by the conversations I’m having with districts about what is possible during the school day. The relationship between community organizations and school districts is evolving as well. Districts don’t just need vendors to provide services. They need an array of partners offering innovative ways to strengthen the vital connections among students, their peers, their schools, and their communities.
