OST and Emotional Intelligence

A recent article in the Boston Globe--"The Other Kind of Smart"--highlights the growing movement to teach emotional intelligence in schools. Over the past few years, the article notes, researchers have learned much about the value of social and emotional knowledge and the techniques for teaching this knowledge to children and youth. These studies, coupled with emerging brain research, has elevated the ideas of education reformers that curricula designed to address skill building in social and emotional knowledge should become as standard to the school day as reading, writing and arithmetic. Moreover, these same reformers believe that the new research will play well within the Obama Administration's education agenda and their reliance on "data-driven decision making."

While we should all welcome improvements to our public school system, none of this is new to thousands of afterschool and youth programs across the state. For more than a century, youth programs embedded in settlement houses, outdoor clubs, immigrant fraternal societies and other organizations have been engaging youth in ways that build their social and emotional intelligence. These programs and their more current iterations teach children pro-social behaviors, civic responsibility, conflict resolution and group dynamics in a safe, flexible, and uncompetitive environment.

There is abundant research that points to the value of youth programs as unique developmental settings grounded in healthy adult-child relationships and peer learning that connects directly to the individual needs of children. Let's continue to infuse our schools with innovative approaches to teaching and learning, but lets also build upon the youth development opportunities that aready exist in our communities. By their very nature, these programs compliment school day learning. However, we will fail the field if we do not recognize that their value is much broader than supporting academic achievement and providing enriching activities. It is somewhat ironic that at the same time advocates are pushing our schools to integrate more social and emotional learning in children, we are asking afterschool programs to adopt the expectations of schools and greater alignment with academic learning.

A few years ago my son started in his first afterschool program. At the time, he was dealing with a varity of changes in his life--new city, new school and the very confusing and scary reality of adjusting to life in two homes. As a parent, I saw the effects of this stress everyday. I picked him up during his first week in afterschool and he was sitting in a circle with a group of kids and a staff member. As we were walking home I asked him what they were doing. He said, "we were talking about our emotions." It was a profound moment for me that ultimately got me engaged in working in this field. With three years of afterschool participation in this same program my son has thrived academically, but more importantly as a developing human being. We need to value what these programs do and provide them with the tools and the permission to work with children and youth in profound and meaningful ways.

A Good System for Children and Youth

Too often the discussions around what constitutes a comprehensive system of out-of-school time supports for children and youth revolves around data collection, accountability measures, and quality rating systems. It is important that we shift this dialogue to focus more squarely on the needs of youth, the needs of families and the needs of communities. Data and outcome measures should be a part of a system, but they should be secondary to what are really at the core of a good system for children and youth--quality youth programs and quality youth workers.

Recently, the deep structural problems with the Massachusetts state budget have become more clear. These problems, moreover, transcend the immediate and growing budget deficit that is necessitating deep and lasting cuts to critical state services. At a recent forum at The Boston Foundation, Barry Bluestone of Northeastern University and Michael Goodman of the University of Massachusetts illuminated a variety of issues that will continue to impact the state budget process in the coming years.

Between January 2008 and January 2009, Massachusetts lost about 72,000 jobs, 68,000 in the last quarter alone. The projections of the Dukakis Center for Urban and Regional Policy are anticipating a total of about 150,000 job loses for the state before the environment improves. Driven by an increasingly tight job market and high housing prices, Massachusetts lost over 300,000 people since 2000, further reducing revenues coming into the state. Most people leaving are between 24 and 54 years old, meaning that we are a rapidly aging population that will require more expensive services in the near future. Currently, over 40% of the state budget goes to debt service and pensions, and this could rise to nearly 70% by 2018 if we do not address these problems. Moreover, the cost of state services is rapidly rising while the ability of the public to access those services and recieve value is shrinking.

As Speaker of the House Robert DeLeo has recent stated, the federal stimulus bill will not address these problems. They are too deep for the flow of stimulus money to do anything more than fill some of the gaps until that money runs out in the next two years. What does all this mean for the children and youth of the Commonwealth?

The economists and others at the forum advocated for investments in two key areas: people and place. In the view of the group we need to invest aggressively in the skills and health of the people who stay in Massachusetts and in the quality of life here. Quality environments for children and youth to learn, have fun, and develop into productive, engaged citizens are critical to the future viability of the state. Investments in youth programs stimulate economic growth in communities in a way that investing in large education systems do not. Community-based youth programs are small businesses that are traditionally the key drivers of economic growth in our country. These programs not only provide children and families valuable supports, but also provide employment opportunities for local youth and adults and a pathway not only to future employement opportunities but also higher education. They also improve the quality of life for so many residents who both need child care options and want to provide their children with enriching informal learning and positive socialization.

A good system for children and youth adds value to our communities and to our state. In includes innovative schools and innovative youth programs that are not necessarily aligned or seamless, but complimentary. A good system for children and youth would drive more resources into improving program quality and developing an effective workforce than into data systems and processes that do not address needs. A good system for children and youth recognize that outcomes are a shared responsiblity and cumulative over time. If we invest in education and healthy youth development in a way that values the diversity of supports children and youth need we will begin to see results. And these results will be more than academic achievement, they will be healthier communities, high graduation rates, lower crime rates, employment opportunities and the chance to have a voice in civic life.

A colleague who has worked with youth in Boston for many decades perhaps said it best when he noted that a good system must start with the goal "to make every minute we spend with children a good minute."