The Lucile Packard Foundation for Children's Health set out to answer that question by commissioning Public/Private Ventures (P/PV) to examine the literature and develop a set of guiding principles for after-school programs serving preteens. (Read the full report, and its companion Resource Guide, online at http://www.lpfch.org/afterschool.)

Research has shown that 3 p.m. to 6 p.m. are the peak hours for youth to commit or be victims of crimes and to smoke, drink or do drugs. After-school programs can keep youth out of trouble, improve school attitudes and behavior, strengthen social networks, teach new skills and improve self-confidence by offering safety, structure, supportive adults and exposure to new and different experiences. Conversely, youth without adult supervision after school are at risk for academic and behavior problems. However, the demand for after-school programs exceeds the supply, and access to quality out-of-school-time activities is especially limited in low-income communities.

Research has shown that behavior patterns established during the preteen years can have lifelong consequences; therefore, after-school programs that provide positive support and opportunities at this age could shape the development of enduring healthy behaviors. Yet preteens have the ability to "vote with their feet," so programs must be engaging enough to attract and retain them.

In recommending a set of guiding principles, P/PV focused on elements of quality that have documented associations with positive emotional and behavioral health outcomes for youth, and can be implemented at a program level. The report may be useful to anyone interested in promoting quality after-school programs.

Guiding Principles:

1) Focused and Intentional Strategy
Programs have a clear set of goals, target specific skills and deliberately plan all aspects of the program with a youth development framework in mind.

2) Exposure
Programs are designed to: a) provide preteens with a sufficient number of hours per week over an extended period of time to achieve program outcome goals; and b) allow preteens to attend a variety of activities.

3) Supportive Relationships
Programs emphasize positive adult–youth relationships regardless of the curriculum.

4) Family Engagement
Programs strive to include families through various strategies, such as clear communication and a welcoming environment.

5) Cultural Competence
Programs have diverse staff whose backgrounds are reflective of participants and who create practices and policies that: a) make services available to (and inclusive of) a variety of populations; and b) help participants understand and value a broad range of cultures.

6) Continuous Program Improvement
Programs strengthen quality through an ongoing and integrated process of targeted staff training, coaching and monitoring, and data collection and analysis.

Read the full report online at http://www.lpfch.org/afterschool. A companion Resource Guide also is available online and includes links to research and tools to strengthen after-school programs.