Pelcher Allison, Rajan Sonali
Healthy Living Department, Darien Public Schools, 204 Hollow Tree Ridge Road, Darien, CT 06820.
Department of Health and Behavior Studies, Teachers College, Columbia University, 525 West 120th Street, Box 114, New York, NY 10027.
J Sch Health. 2016 Aug;86(8):585-94. doi: 10.1111/josh.12411.
After-school programs (ASPs) play a crucial role in supplementing the present school day. However, implementing ASPs in the urban environment and among adolescents (grades 6-12) poses unique challenges. The purpose of this study was to conduct a systematic literature review to identify evidence-based barriers and facilitators to after-school programming in urban school environments.
Twenty-five publications meeting the authors' inclusion criteria over the past 10 years were reviewed and synthesized.
Results demonstrated that the demand for ASPs is increasing. Several barriers, including staffing, funding, resources, transportation, and space, were identified. Specific challenges regarding the implementation of ASPs for adolescents in urban areas were also determined. A number of best practices were identified along with benefits for academic engagement and social-emotional coping skill development.
Efforts to address these specific barriers and facilitators to ASP implementation may contribute to improving broader health and academic outcomes among adolescent youth.
课后项目（ASPs）在补充当前学校日教学方面发挥着关键作用。然而，在城市环境中以及针对青少年（6至12年级）实施课后项目面临着独特的挑战。本研究的目的是进行一项系统的文献综述，以确定城市学校环境中基于证据的课后项目实施障碍和促进因素。
对过去10年中符合作者纳入标准的25篇出版物进行了综述和综合分析。
结果表明对课后项目的需求在增加。确定了几个障碍，包括人员配备、资金、资源、交通和空间。还确定了城市地区针对青少年实施课后项目的具体挑战。确定了一些最佳实践以及对学业参与和社会情感应对技能发展的益处。
解决这些课后项目实施的具体障碍和促进因素的努力可能有助于改善青少年更广泛的健康和学业成果。
