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Attending (or not) after-school programs during the COVID-19 pandemic: What happens to children’s social skills and behavior problems?

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2010A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents1,239 cited
2010Engagement in After‐School Programs as a Predictor of Social Competence and Academic Performance219 cited
2014Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis132 cited
2010Implementation Quality and Positive Experiences in After‐School Programs103 cited
2010Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP96 cited
2010Effects of Participation in After-School Programs for Middle School Students: A Randomized Trial87 cited
2010The After‐School Needs and Resources of a Low‐Income Urban Community: Surveying Youth and Parents for Community Change64 cited
2020Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children's academic and social well-being?59 cited
2013What Works After School? The Relationship Between After-School Program Quality, Program Attendance, and Academic Outcomes34 cited
2019Workforce Support for Urban After‐School Programs: Turning Obstacles into Opportunities31 cited
2001Culturally-Based After-School Arts Programming for Low-Income Urban Children: Adaptive and Preventive Effects30 cited
2014Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students28 cited

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