November 2024 Newsletter Blog Posts
Financial Literacy for Youth:
Holiday Edition
As the holidays approach, sales and “special deals” pop up everywhere, urging us to buy, buy, buy! Advertising tactics can lead us to buy things that we might not need, which sometimes results in “buyer’s remorse” — wishing we hadn’t spent the money. Young people are often targeted by ads, so let’s talk about ways you can help them enjoy the holidays and make wise choices when it comes to their wish lists and spending.
Needs vs. Wants
When conversations turn toward holiday shopping, set aside some program time to discuss wants versus needs. Use language and examples relevant to the age groups you serve (e.g., elementary or secondary). Invite students to name an item they’d like to own or buy. Then have them consider their answers to the following questions:
- Do I need this, or do I just want it?
- How long have I wanted it?
- Why do I want it?
- Do I need it right now, or is it a purchase that could wait?
- How will I feel when I have it?
Taking a few minutes to help students think about these questions can help them begin to understand the decision-making process of being a smart buyer.
Understanding Holiday Deals
Holiday sales, like those on Black Friday, can seem to offer amazing prices. But not all deals are as good as they seem! Stores may raise prices just to lower them again, making a discount look like a better deal than it is. Encourage students to think critically about sales ploys by looking at TV commercials, newspaper ads, and online pricing together and practicing comparison shopping. These activities can be incorporated into math or literacy instruction and can help students see the importance of being an informed buyer.
Gift-Giving Without Buying
Gift-giving doesn’t have to mean buying something from a store! Help students understand that thoughtful, personal gifts show that you care — and often mean even more than something you could buy! This isn’t just a financial literacy lesson; it’s a valuable life lesson. Play the “Would You Rather” game with students. Responses won’t all be the same, but the answers will prompt some great discussion. Here are some ideas to get you started:
- Would you rather buy a stuffed animal or take a walk with your family to look for animals?
- Would you rather eat a dessert from a restaurant or homemade cookies from a friend?
- Would you rather create a piece of art for your family or buy them a picture at the store?
Extend this concept beyond students’ friends and families by involving students in providing the gift of service. Work with program partners or find neighborhood opportunities that let students experience firsthand how appreciative others can be of gifts that don't involve money or goods.
Summary
By encouraging students to think carefully about their spending, we’re helping them develop smart financial habits that will benefit them for life. Understanding the value of thoughtful gift-giving, whether through homemade items or acts of service, also fosters kindness and creativity. This holiday season, let’s inspire students to make choices that bring genuine happiness and lasting memories.
Hidden Impact of School Breaks: Supporting Students With Anxiety
When you think of school breaks, you might picture students eagerly anticipating their freedom — the final bell ringing, the joy of a break from the daily grind. But that’s not always the case.
For some students, the regular school day and out-of-school time (OST) programs offer a stability they rely on. On nonschool days, they may miss the predictability of the schedule, the companionship of friends, the provided meals, and the nurturing environment created by their teachers and OST staff. For a student who needs these anchors, the prospect of a school break can feel overwhelming rather than exciting.
For students facing difficult circumstances in their homes or neighborhoods, breaks may be experienced as periods of food insecurity, instability, or not feeling safe rather than times to rest and recharge.
Recognizing the emotional struggles some students may face leading up to breaks is essential for educators, OST staff, and caregivers. Here are some signs to look out for: emotional outbursts, increased irritability, daytime drowsiness, social withdrawal, difficulty focusing, aggression, or defiance. Stress can be a natural response to challenging situations, says Lisa Hardesty, Ph.D., a Mayo Clinic Health System psychologist, but “most children don’t yet have the coping skills to navigate through on their own.”
Here are six ways you can provide support:
- Don’t assume all students can or should look forward to breaks.
Understand that they may have a wide range of feelings, from excitement to anxiety. Be sensitive to this when discussing any upcoming break, especially longer ones like winter break. - Be aware of potential underlying causes for behavior changes.
Students might act out more as the break approaches. Being prepared for this allows you to respond thoughtfully rather than reactively. - Remember that consistency is key.
Even as breaks approach, maintaining your expectations for behavior can give students a sense of stability and comfort. - Create opportunities for students to express themselves.
Some students may not be able to articulate their feelings verbally, but they may find relief through creative outlets like art or music. Offering these opportunities can help students process their emotions in a safe, constructive way. - Keep connections alive during the break.
A small gesture, such as sending a postcard or holiday card, can remind students that they’re still valued and supported, even when school is out. - Get the rest you need and show up ready to support reentry.
After a break, some students may return having faced hunger, isolation, chaos, or even trauma. Awareness of these possibilities can help you offer the patience and support they’ll need to settle back into routine.
Tip: See the 21st CCLC website’s professional learning portal for microlearning on trauma-informed approaches, including a 5½-minute audio brief, Role of a Mandated Reporter.
By being attuned to the various ways students may experience school breaks, you can help them navigate these periods with greater ease. Building strong, respectful relationships with students and families and keeping lines of communication open are ways to help sustain students while they’re away — and increase their readiness to return.
November 2024 Newsletter Blog Posts
Get to Know Dr. Sherri Lauver and Dr. Karen Gray-Adams, 21st CCLC NTAC Independent Evaluation Team Leads
Dr. Sherri Lauver, Principal Associate at Abt Global, has over 25 years of experience as a researcher, evaluator, project director, and technical assistance provider at the local, State, and federal levels.
Dr. Karen Gray-Adams, Principal at Abt Global, is an educational psychologist with experience in research and technical assistance. They lead an independent evaluation of the 21st CCLC NTAC.
What first brought you into the field of education — and out-of-school time, in particular?
Lauver: My first job in education was as a youth worker in an out-of-school time program for young children (ages 5-7) with academic and non-academic needs in Philadelphia, Pennsylvania. They would arrive around 3 p.m., and I would put them on a bus to their homes at 9 p.m. I always had them brush their teeth before they got on the bus because I knew they’d be too tired once they got home! They were such a joyful bunch who were excited to learn and explore.
Gray-Adams: My mom taught at a young age, and my parents have always instilled the importance of education.
Can you recall a moment that made you feel like you were on the right path?
Lauver: I was working with middle school students in a 21st CCLC program at Cooke Middle School in Philadelphia. The program youth would tease me and call me “mom.” That meant everything to me — they knew I cared deeply about their well-being. It became my mission to make sure no student in the program went “under the radar” without having a strong relationship with at least one staff member.
Gray-Adams: While in college, I worked as an assistant teacher for a summer reading program. At that point I knew I wanted my career path to impact children.
What role did mentors play in your journey, and what did you learn from them?
Lauver: Across my career, I’ve been fortunate to find terrific mentors who could shape me as a practitioner and a researcher-evaluator. When I started working with young children, I had no idea how to manage their behavior. I recall walking the building to find another staff person who I thought had just the right mix of fun and control over their classroom. I learned by observation and was grateful that others allowed me to ask a lot of questions!
Gray-Adams: Mentors have inspired me regarding limitless possibilities and continue to be instrumental along my journey.
What do you see as the greatest challenges and opportunities for OST leaders today?
Lauver: Our greatest challenge is to manage the multiple needs of our children — helping them be healthy and well-rounded, while ensuring that they are academically prepared and have some fun! We need to creatively develop activities that support whole child development. And we can be on the lookout for kids who may have developmental delays and seek out the other professionals who can provide targeted support.
Gray-Adams: I think access to programming and transportation continue to be challenges for OST leaders.
What message would you like to make sure every 21st CCLC professional hears?
Lauver: Children and youth have many hours of structured activity per day and may have a lot of “screen time” at home. I want to make sure students in 21st CCLC use their imagination through play — writing, acting, creating games and activities, and engaging in makerspaces, entrepreneurship experiences, and STEM activities.
Gray-Adams: Continue the work that you are doing. It is making a lasting impact for students, their families, and communities.
