Does youth’s participation in out-of-school time activities make a difference?

Abstract

In the last few decades, there has been a surge of public and research interest in the impact of youth’s participation in out-ofschool time (OST) activities. Researchers and practitioners argue that high quality, structured OST programs are environments that have the potential to support and promote youth’s development because they: (a) situate youth in safe environments, (b) prevent youth from engaging in delinquent activities, (c) teach youth general and specific skills, beliefs, and behaviors, and (d) provide opportunities for youth to develop relationships with peers and mentors. In fact, there is increasing evidence that youth’s participation in quality OST activities influences their current outcomes, which, in turn, impact outcomes into adulthood (Gambone, Klem, & Connell, 2002).

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