Engaging the Teens in Your Life & How We Can Strengthen Afterschool

Faith Zabek is a research assistant professor at Youth-Nex, School of Education and Human Development, and a Nationally Certified School Psychologist. Using both quantitative and qualitative approaches, her research investigates student well-being through a bioecological lens, with a focus on social justice and equitable measurement. With her colleagues, she conducts action research to promote developmentally appropriate and socially just practices in middle schools as well as to increase the use of evidence-based, equitable, and collaborative school mental health practices.

Ashlee Sjogren is a research assistant professor at Youth-Nex, School of Education and Human Development. As an educational psychologist, she often brings a social context lens to understanding questions of equity, access, and motivation in our education systems. Her research interests focus on equitable education and student engagement in out-of-school context.

As researchers focused on youth development and mental health, we see afterschool and out-of-school time (OST) programs playing an increasingly important role in supporting the needs of young people. The demand for these programs continues to grow, and with it comes a need for adults to better understand what OST spaces offer.

Most adults in the United States know a parent, grandparent, or family that has struggled to find or afford programs during afterschool or summers for their kids. Why is that so challenging and how can we keep teens engaged? We believe that OST programs and systems are evolving to meet the needs of youth, families, and communities, and have highlighted what you need to know to support teens in your life.

Afterschool as a Developmental Context

Afterschool programs provide a developmental context that complements, rather than replicates, the school day. In our work and consistent in research, young people regularly describe relationships with program staff and peers as key motivators for staying engaged. These relationships create a sense of belonging and support that is distinct from what schools typically provide.

As youth enter adolescence, participation in OST programs often declines, even though the developmental need for autonomy, identity exploration, and leadership increases. Across our work, we’ve seen thoughtful examples where youth programs intentionally create opportunities for youth voice and choice, and these approaches are especially powerful for middle and high school students. Capturing and sharing these promising practices is essential as adults and the field work to re-engage teens!

Reframing OST as Mental Health Support

A major challenge in the mental health landscape is the persistent belief that support only counts when it is clinical or treatment-based. This mindset by many adults leads to a reactive system, and one that waits for young people to struggle before offering help. OST programs disrupt this pattern by providing prevention and promotion supports every day alongside school and other supports.

The research is clear: afterschool programs strengthen developmental relationships, build social-emotional skills, promote resilience, and create environments where youth can explore their identities. These are foundational mental health supports, even if they are not labeled as such. Further, OST programs have established trust with families and are already seen as a source of support in communities where youth have limited access to mental health services. When services are embedded in trusted settings where youth already are, access and equity increase dramatically. Millions of young people participate in OST programs, making them a natural and scalable setting for mental health promotion.

Building a Connected OST Ecosystem

Schools, community organizations, mental health providers, and OST programs all contribute unique strengths to the youth-serving ecosystem. School-based supports often focus on academic and curricular needs, while OST programs have more flexibility to center relationships, identity development, enrichment, and youth leadership. These differences are assets, but only when systems collaborate intentionally.

Effective coordination requires recognizing the meaningful work happening in each setting and addressing the power imbalances that often privilege school-based approaches. When information, practices, and responsibilities are shared across systems, youth receive more consistent and holistic support. Without coordination, communities risk duplicating services, missing opportunities, and placing unrealistic expectations on individual providers.

Strengthening the Workforce

Sustaining high-quality OST programs depends on a stable, well-supported workforce. Competitive compensation is essential, but it is only one part of the solution. We need more communities to use workforce development strategies that build long-term pipelines into the OST field and support staff development once in the field itself. The good news is we are seeing this in some U.S. states where certifications and accreditation opportunities are now available!

In our work, it is not uncommon to see duplication of roles and services across similar professions within the youth-serving ecosystem. What we need is to be coordinating comprehensive services together. To effectively engage teens across all the spaces they are learning and growing, this coordination is key so that we are not placing all responsibilities on any one individual.