HomeMy WebLinkAboutOrdinance No. 3287-2022Sponsored by: Mayor Gabriel and Council Member Baisden
KENAI
CITY OF KENAI
ORDINANCE NO. 3287-2022
AN ORDINANCE CONDITIONALLY DONATING CERTAIN CITY OWNED PROPERTY DESCRIBED AS
TRACT A PARK VIEW SUBDIVISION (KPB PARCEL NO. 04701018) TO THE BOYS AND GIRLS CLUB
OF THE KENAI PENINSULA FOR DEVELOPMENT OF FACILITIES FOR YOUTH SPORTS,
RECREATION, EDUCATION, AFTER SCHOOL CARE AND OTHER YOUTH ACTIVITIES.
WHEREAS, KMC 22.05.095- Method of Sale or Disposal, provides in relevant part, in subsection (b)(iii),
that the City may grant property by ordinance to a nonprofit corporation for an agreed upon sum when in
the best interest of the City; and,
WHEREAS, the Boys and Girls Club of the Kenai Peninsula is a nonprofit corporation with a mission to
enable all young people, especially those who need it most, to reach their full potential as productive
caring and responsible citizens; and,
WHEREAS, the Boys and Girls Club of the Kenai Peninsula has over 1,000 members, and provides
approximately 50,000 meals to youths per year, provides after-school and summer camps, after school
and summer care, provides sports and recreational opportunities as well as other educational and youth
activities; and,
WHEREAS, Tract A Park View Subdivision, a 2.09 acre parcel, has previously been determined as not
needed for a public purpose by Ordinance No. 919-84, making the property eligible for sale or donation;
and,
WHEREAS, there is a strong need in the community for the services provided by the Boys and Girls Club
of the Kenai Peninsula; and,
WHEREAS, the City desires to support the mission of the Boys and Girls Club of the Kenai Peninsula;
and.
WHEREAS, the subject parcel is uniquely situated adjacent to a facility to be acquired by the Boys and
Girls Club of the Kenai Peninsula allowing them to create a campus to serve its mission inside Kenai;
and,
WHEREAS, donating the subject parcel to the Boys and Girls of the Kenai Peninsula will allow them to
expand services for youth and families in the City and is in the best interest of the City; and,
WHEREAS, the Planning and Zoning Commission recommended approval of the conditional land
donation at their meeting on May 25, 2022; and,
WHEREAS, certain conditions must be placed on the transfer to ensure the property is developed for its
intended purpose, and in the event of a sale, to a for profit entity, the value shall be reimbursed to the
City, if a sale occurs within twenty years after transfer to the Boys and Girls Club of the Kenai Peninsula.
NOW, THEREFORE, BE IT ORDAINED BY THE COUNCIL OF THE CITY OF KENAI, ALASKA, AS
FOLLOWS:
Section 1. Form: That this is a non -code ordinance.
New Text Underlined; [DELETED TEXT BRACKETED]
Ordinance No. 3287-2022
Page 2 of 2
Section 2. That the Kenai City Council hereby authorizes the City manager to execute the transfer of
title of Tract A Park View Subdivision to the Boys and Girls Club of the Kenai Peninsula, on a form
approved by the City Attorney, for less than fair market value ($1.00) for the sole purpose of developing
facilities to further the stated mission of the Boys and Girls Club of the Kenai Peninsyla.
Section 3. That the City Council finds that disposal of the subject parcel is in the best interest of the
citizens of the City of Kenai and that the public interest is served by disposing of the land for less than
the fair market value, in accordance with the recitals above which are incorporated herein.
Section 4. That the Boys and Girls Club of the Kenai Peninsula will pay all closing costs and fees
associated with the transfer of title.
Section 5. That if the Boys and Girls Club of the Kenai Peninsula is unable to or otherwise does not
obtain the adjacent parcel (KPB Parcel No. 04701028) within one year of the effective date of this
Ordinance, the transfer of title of Tract A Park View Subdivision will not occur, without further Council
action.
Section 6. That if no development occurs on Tract A Park View Subdivision within two years of the
transfer of title of the subject property to the Boys and Girls Club of the Kenai Peninsula, ownership will
revert to the City unless further Council action is taken.
Section 7. That in the event of a sale of the subject tract, or any future subdivided portion thereof, by
the Boys and Girls Club of the Kenai Peninsula to a for profit entity, the then current market value of the
entire parcel, or subdivided portion sold, whichever occurs, shall be reimbursed to the City, if a sale
occurs within twenty years after transfer to the Boys and Girls Club of the Kenai Peninsula.
Section 8. Severability: That if any part or provision of this ordinance or application thereof to any
person or circumstances is adjudged invalid by any court of competent jurisdiction, such judgment shall
be confined in its operation to the part, provision, or application directly involved in all controversy in
which this judgment shall have been rendered, and shall not affect or impair the validity of the remainder
of this title or application thereof to other persons or circumstances. The City Council hereby declares
that it would have enacted the remainder of this ordinance even without such part, provision, or
application.
Section 9. Effective Date: That pursuant to KMC 1.15.070(f), this ordinance shall take effect 30 days
after enactment.
ENACTED BY THE COUNCIL OF THE CITY OF KENAI, ALASKA, THIS DAY 1st DAY OF JUNE, 2022
ATTEST:
Mic e e an r, MC, City Clerk
.IF -I _t(
Brian Gabriel Sr., Mayor
Introduced:
May 4, 2022
Public Hearing:
May 18, 2022
Enacted:
June 1, 2022
Effective:
July 1, 2022
New Text Underlined; [DELETED TEXT BRACKETED]
MEMORANDUM
TO: Council Members
FROM: Mayor Gabriel and Council Member Baisden
DATE: March 28, 2022
SUBJECT: Ordinance 3287-2022 – Boys and Girls Club
The Boys and Girls Club of the Kenai Peninsula is interested in expanding and providing a campus
to serve its mission in the City of Kenai. The Boys and Girls club has the opportunity to purchase
an existing facility at located at 320 S. Spruce Street, (KPB Parcel No. 04701028) and approached
the City requesting a donation of the adjacent City owned parcel, Tract A Park View Subdivision,
to allow the organization enough space to complete its campus providing afterschool and summer
care, and sports and recreational activities for youth. The Boys and Girls Club has stated it intends
to utilize the City property for construction of a club house and parking as well as a potential green
house and play ground. The campus as a whole is intended to provide administrative offices and
areas for youth activities including sports, recreation, education and after school and summer
activities.
Your consideration is appreciated.
Ordinance No. 3287-2022Conditional Donation to Boys & Girls ClubKPB #04701018
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.Data Source: Kenai Peninsula Borough. Data is for graphic representation only. Imagery may not match true parcel boundaries.
Legend
Parcel for City Donation
Private Parcel to be Purchased by Boys & Girls Club
0 150 300 45075Feet
. .
..
~ Kenai Peninsula Borough GIS Division
'W' PARCEL REPORT
PARCELID:04701028
LEGAL DESCRIPTION:
T SN R llW SEC 6 SEWARD MERIDIAN KN 2007146 CITY PARK SUB NO 2 TRACT A
ALL PHYSICAL ADDRESSES ON THIS PARCEL:
320 S SPRUCE ST
LAND VALUE:
IMPROVEMENT VALUE:
OWNER:
KPCCC GROUP INC
320 S SPRUCE ST
KENAI, AK 99611
$69,900
$2,429,000
ASSESSED VALUE:
TAXABLJ: VALUE:
Tot.I Acreage:
$2,498,900
$0
4/6/2022 1:28
4.26
The data displayed herein Is neither a legally recorded map nor survey and should only be used for general reference purposes. Kenai
Peninsula Borough assumes no llablllty as to the accuracy of any data displayed herein. Otlglnal source documents should be consulted for
accuracy verification.
~. Kenai Peninsula Borough GIS Division
~ PARCEL REPORT
PARCELID:04701018
LEGAL DESCRIPTION:
T SN R llW SEC 6 SEWARD MERIDIAN KN 0790156 PARK VIEW SUB TRACT A
ALL PHYSICAL ADDRESSES ON THIS PARCEL:
330 S SPRUCE ST
LAND VALUE:
IMPROVEMENT VALUE :
OWNER:·
KENAI CITY OF
210 FIDALGO AVE STE 200
KENAI, AK 99611
$28,300
$0
ASSESSED VALUE:
TAXABLE VALUE:
Total Acreage:
$28,300
$0
4/6/2022 1: 29
2.01
The data displayed herein Is neither a legally recorded map nor survey and should only be used for general reference purpQSes. Kenai
Peninsula Borough assumes no llability as to the accuracy of any data dlsplayed herein. Original source documents should be consulted for
accuracy verification .
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MEMORANDUM
TO: Mayor Gabriel and Council Members
FROM: Paul Ostrander, City Manager
DATE: May 13, 2022
SUBJECT: Ordinance No. 3287-2022 – Supporting Documentation
Several documents provided by the Boys and Girls Club of the Kenai Peninsula are attached to
this memo. The first document is specific to the Boys and Girls Club of the Kenai Peninsula and
describes many of the programs that they provide to the Community and the second document is
produced by the Boys and Girls Club of America and provides information on the impact that the
Boys and Girls Club has in the communities that it serves.
1,242 members served in 2021 and 45,599 Meals provided lo Youlh 7 CLUBS IN 5 COHHUNITIES kENAt NIKISKI. SOLDOTNA. SEYIARO & KASILOF BOYS & GIRLS CLUB OF THE KENAI PENINSULA OFFERS AFTER-SCHOOL, SUMMER, WINTER & SPRING BREAK CAMPS. Dates, times & fees for programs vary per site. Please visit our website or use the QR Code below for more information. s-::;~f..'C19 Oey0 'liq ::: \\:<'to~ . ~ n ·QI ~ ~. 1l' 0 .::>.. a 'C~ ' ~ ...__ v~,Q. t> lt11m1n9C~'« =·:-=::: :•.rts0f • [!J ......... ''l!] ..... ,. . ... • • .; ··:·= :.:··:1::;1::. ....... -'l: .. ! .... r.111!11'..;;i.1··.: •s •• ••1::--·-; t i:;: • •.t :" • :-:.:...:' ~.: ··~1:lpj ), ~:r::.:!'fr i·;;#=,11,:: .. ... . ........ Our p·ro.mise: ADMINISTRATION OFFICE 907-283-2682 info@bgckp.com 705 Frontage Rd Ste B Kenai, AK 99611 1:. i;s• •... 1: 1 .. ~r-::: :::,.. .. (!)·" .. 1s::::i:;Ji;.s:i::r~=r·:i www bg ck p com = .. ·:. ·.:-=. :i :::::-: •!f ' ' ' • • • .a~· 1 ... t• • -.:•;.• ;·; . . i i ... ...,. c ~ ·"' et . y, ~ Find a Club n your commun ty ·~~<?,.,~i::;~~o+~=ce~~-;:~l~111ps~~Ai~. GREAT FUTURES START HERE. ~. BOYS &GIRLS CLUBS "' ~ ~ OF THE KENAI PENINSULA
HTHLmC& 1ST-6TH GRADE BASKETBALL K-STH CO-ED VOLLEYBALL lST-BTH GRADE "' SOCCER CAMP iS,o?--,,--.. ,,, PRE-K 8TH INDOOR & OUTDOOR l!Jr!-r::f~!tt~GJ SOCCER I ...... ":!"'·-,IG'r-··-·~· :r-:::·:t==: •::t~ t!~!::i r:"'i••'Lli~!k JtJ.t&.t t -·:r i:. .; ·= s.11·· r; "~:ti;.·. !·i~:s.~!_t. SCAN THE QR CODE OH VISIT ~=~.=~~~~?r~~j L:.1 J.I: •• 1-..s' • n•t.• i•t HTTPS://~GCRP.SPOHTNGIN.COM FOR PRICES llND DATES OUR PRIORITY OUTCOMES 1lt ACADEMIC SUCCESS We prepare kids and teens for high school graduation, college and careers by building the skills needed to succeed in today's globally competitive workforce. ~'GOOD CHARACTER .:'.'$~& CITIZENSHIP /,.,,.,,, We teach kids and teens how to be responsible engaged citizens and innovative, resilient leaders through mentoring, being accountable and modeling good behavior. HEAL THY LIFESTYLES We are committed to helping kids and teens build habits for life by making sure they are physically active, engaged, and making healthy decisions. WHY CHOOSE THE BOYS & GIRLS CLUB OFTHE KENAI PENINSULA? • Low student to staff ratio • Caring & positive youth Development Leaders • Safe & positive environment • Evidence-based programming • Low cost & affordable o Scholarships are available • Transportation * at selected sites • Free nutritious USDA meals • Tutoring for afterschool programming and during summer camps for learning loss prevention • We serve Kindergarten through 12th grade • Commitment 2 Community Clubs • Field trips • Collaboration with community partners to better serve our youth • AND we know FUN! BGCKP Participates in the USDA food program. This institution is an equal opportunity provider.
2020 NATIONAL OUTCOMES REPORT
Measuring the Impact
of Boys Be Girls Clubs
~. OOYS&GIRLSCWDS
~~OPAMBRrA
National Youln OukoMes Initiative
I
I
INTRODUCTION
The Boys Be Girls Club Approach to Positive Youth Development
Importance of a High-Quality Club Experience
Club Creates a Home Away from Home With Youth
CLUB MEMBERS ACHIEVE POSITIVE OUTCOMES
Promoting High School Graduation
Engaging Black, Latino and Female Youth In STEM
Preparing Youth for Postsecondary Education
Priming Youth for Success in the Modern Workforce
Club Goes Full STEAM Ahead to Help Youth Prepare for Career Success
Laying a Critical Character Development Foundation
Bulldlng Leadership Skills at the Club
Club Youth Lead and Make Change
-,,--!11'911 U I -· .. ~fT -..-1
-J • • • -• .·, - . __ .... _:;,,L~ ~!,~
Club Builds Leaders and Change Agents -One Day, One Youth at a Time
DEVELOPING A HEALTHIER GENERATION
Promoting Physical Activity and Wellness
Club Provides Year-Round Sports and Fitness Opportunities for Youth
Preventing Substance Use
Bulldlng Emotional Wellness
Club's Social-Emotional Programs Treat Trauma of Opioid Epidemic
CONCLUSION
About Boys & Girls Clubs of America
Endnotes
6
8
11
15
18
20
23
26
28
29
31.
32
34
38
39
43
46
50
51
2020 NATIONAL OUTCOMES REPORT
Measuring the Impact
of Boys Be Girls Clubs
Boys & Girls Clubs of America (BGCA) is committed to measuring how much our young
people are achieving and how effectively our Club Experience is implemented. Our
outcome measurement strategies are designed to support Boys & Girls Clubs in delivering
high-quality programming and services, implementing continuous quality improvement
processes, and demonstrating their positive impaqt to stakeholders. BGCA is proud to
present this report summarizing our 2020 national youth outcomes findings.
Introduction
:.
Over the past two decades, BGCA has worked with Club
organizations to build their capacity to collect and use data
to measure youth outcomes and demonstrate their impact
to stakeholders. This data also enables Clubs to adjust
their programming and practices and implement quality
improvements to have a greater beneficial effect on
young people.
In 2010, as part of long-range strategic planning for Boys &
Girls Clubs collectively, Club leaders from across the nation
worked together to articulate a new theory of change,
called Formula for Impact. Based on external and internal
youth development research and more than a century
of Boys & Girls Clubs' own practices and experience, the
Formula for Impact described how Clubs put our youth
development mission in action.1•2
As stated in our mission statement, Boys & Girls Clubs:
Enable all young people,
especially those who need us
most, to reach their full potential
as productive, caring, responsible
citizens.
The Formula for Impact articulated who Clubs served, how
they served, and the educational, character development
and health outcomes they hoped young people would
achieve as a result of participating in a Club.
In 2011, BGCA launched the National Youth Outcomes
Initiative (NYOI), a system grounded in the Formula for
Impact and built to measure the impact of Clubs using a
common set of research-informed indicators of outcomes
in the three priority areas.
Over the past decade, BGCA and Clubs have continued
to respond to the ever-changing societal landscape in
which young people are growing up. They have learned
from the best new research and practice insights in the
youth development, education and other related human
services fields. As a result, BGCA has evolved and built
upon the Formula for Impact to create a much stronger,
more nuanced Boys & Girls Club approach to positive youth
development.
2020 NATIONAL OUTCOMES REPORT
In keeping with this evolution, BGCA also works to enhance
the NYOI system as needed, providing training, resources
and technical assistance to enable local Club organizations
to use their data more effectively.
More Abold t•e Natlo•al Youth
Outcomes Initiative
In NYOI, Clubs collect data about their registered
members' demographics, attendance and
participation. Local systems feed data into the
national system, allowing BGCA to compile data on
the overall population served by Clubs.
NYOI features many tools for Clubs, but the
principal tool for gathering outcomes data is a
survey administered to members each spring. The
NYOI Member Survey asks young people about
their perceptions of the Club. Their responses allow
BGCA to assess how well Clubs deliver a high-
quality Club Experience that promotes positive
youth development. The survey also measures
indicators of youth achievement in BGCA's priority
outcome areas. Some survey questions are asked
of members of all ages, while others are only asked
of teens ages 13 to 18.
BGCA processes Club member survey responses,
furnishes each participating Club organization
with its members' survey data, then aggregates
and analyzes the data to render national results.
In spring 2019, over 200.000 Club members
completed the survey in more than 3,300 sites
By contrast, in spring 2020, over 70,000 Club
members completed the survey in more than
1,660 Club sites. Because of the COVID·19
pandemic, nearly all Clubs were forced to close
in March and April, significantly disrupting NYOI
Member Survey administration. Although the 2020
survey sample Is smaller than in the past, its size
is still more than ample and well represents the
national network of Boys & Girls Clubs and the
youth and communities they serve.
BOYS & GIRLS CLUBS OF AMERICA
The Boys Be Girls Club Approach
to Positive Youth Development
BGCA and Clubs believe that all young people deserve to
thrive. BGCA imagines a world where the determinants
necessary to th rive are fully accessible to every youth in
America. Thriving reflects a significant sense of growth or
success in and across many domains. Young people with
access to more quality op po rtu nities are more likely to
thrive than their peers with similar adaptive skills.3
BGCA's approach to positive youth development, therefore,
reflects the knowledge, anchored in extensive research,
that a quality after-school environment can support the
social, emotional, physical and cognitive4 needs of young
people in important ways. Whether through a virtual or in-
person Club setting, youth are able to learn and grow and
ultimately become ready for life and work.
Boys & Girls Clubs support young people's development
through these vehicles:
+ Environments that are safe, positive and inclusive.
+ Relatlonshlps in which youth forge supportive,
meaningful and healthy connections with adults
and peers.
+ Experiences that build upon their strengths, foster
a sense of belonging and purpose, and provide
opportunities to lead and be heard.5
2020 NATIONAL OUTCOMES REPORT
Club professionals' practices for ensuring safety, well-
being, equity and inclusion are essential for creating
a youth-centered Club Experience. In addition, as
research by the Search Institute has clearly documented,
¥developmental relationships ... enable young people to
discover who they are, cultivate abilites to shape their own
lives, and learn how to engage with and contribute to the
world around them.''6 Built on a firm foundation of physical
and emotional safety, the environments, relationships
and experiences young people find in the Club help them
achieve positive outcomes in the priority areas of Academic
Success, Character and Leadership, and Healthy Lifestyles.
Club Guiding Principles
for Positive Youth
Development
Positive youth development is an intentional, pro-social
approach that places youth at the center of their own
learning, helping them to build and apply the skills needed
for positive cognitive, social, emotional and physical . .
development.7 This understanding of positive youth
development forms the underpinning for three guiding
principles that Clubs use to build a high-quality, outcome-
driven Club experience:
Short-Term
Outcome
BOYS & GIRLS CLUBS OF AMERICA
+ Whole·Chlld Development: Club professionals
understand that all of a young person's areas of
development work together. 8 Staff must attend to all
of them holistically and simultaneously, as they are
interconnected. Clubs are set up to reflect and address
this interdependence.
+ Developmentally Appropriate Experiences: Clubs
utilize programming and delivery methods that are
suitable for and match the physical, emotional,
social and cognitive characteristics of the age groups
participating. Reaching life milestones in each area
of development is encouraged, recognized and
celebrated.
+ Program Quality: Clubs engage in continuous quality
improvement processes to understand youth needs,
ensure staff have the capacity to implement high.
quality practices that support youth needs, and make
ongoing improvements to the Club Experience. In
such a quality program context, a robust culture of
learning and improvement supports a youth-centered
environment.9
When a high-quality Club Experience is characterized by
a safe, inclusive environment, supportive relationships
with adults and peers, and enriching experiences rife
with opportunities to build skills, exploration and learning
are bound to happen. Because learning is social and
Intermediate
Outcomes
2020 NATIONAL OUTCOMES REPORT
emotiona1,10 the Club day offers many moments to practice
skills such as teamwork, communication and perseverance.
Club professionals integrate certain practices in their
interactions with young people to optimize these informal
and formal social-emotional skill-building moments.
'' Club professionals'
practices for ensuring safety,
well-being, equity and inclusion
are essential for creating a
youth-centered Club Experience.
As youth develop social-emotional skills in the Club,
this facilitates their ability to develop other skills, such
as inquiry, analysis and investigation, through specific
programs and activities. By practicing their social-
emotlonal skills over time with nurturing adults, young
people b.ecome better able to use those skills to build
other important knowledge and skills related to long-term
outcomes in the priority areas of Academic Success,
Character and Leadership, and Healthy Lifestyles.
Long-Term
Outcomes
BOYS & GIRLS CLUBS OF AMERICA
Importance of a High-Quality
Club Experience
A High-Quality Club
Experience Supports
Social-Emotional
Development
Since NYOl's inception, BGCA has used the data to examine
the relationship between members' Club Experience and
the outcomes they achieve. BGCA can determine the
effects of the Club Experience on various youth outcomes
by comparing Club members who report an optimal Club
Experience to Club members who report a Club Experience
that needs improvement.11
Members who
report an optimal
Club Experience
are almost twice
as llkely to report
strong soclal-
emotlonal skllls.
On average, members who report an optimal Club
Experience are almost twice as likely to report strong
2020 NATIONAL OUTCOMES REPORT
social-emotional skills when compared to their peers who
report their Club Experience needs improvement.
A High-Quality Club
Experience Also
Drives Long-Term
Outcomes
BGCA also has found consistently that when members
report having an optimal Club Experience, they are more
likely to achieve positive outcomes in the priority areas of
Academic Success, Character and Leadership, and Healthy
Lifestyles. For example, members who report an optimal
Club Experience are 32% less likely to consume alcohol or
tobacco compared to their Club peers who report a Club
Experience that needs improvement. Continued exposure
to a high-quality Club Experience fosters a love for learning,
enabling young people to grow into effective, engaged and
adaptive learners. It builds young people's confidence and
competence to motivate, collaborate and lead. And it equips
young people with the ability to live as positive, healthy
decision makers. As presented throughout this report, NYOI
data shows that as young people develop various social-
emotional skills, those, too, help to drive and reinforce
these longer-term outcomes.
BOYS & GIRLS CLUBS OF AMERICA
'~
Members who report an optimal Club Experience a re more li kely to report positive outcomes in each of the three priority areas.
They are:
Academic Success _.__WWW
§. 35% 44% 25% ~ More likely to More llkeiy to less likely to
be on track to believe that skip school
graduate on time school work Is
(high school) meaningful
Character and Leadership -
~ 49% 36%
More likely to Less likely to get Into
volunteer on a a physical f ight
monthly basis
{teens)
Healthy Lifestyles
~~ 32% 18% ~ Less likely to More likely to be
consume alcohol physically active five or
or tobacco more days per week
Clubs that provide a high-quality, outcome-driven Club Experience support young people i n reaching their full potential and
building knowledge, skills and habits that they can transfer beyond the Club walls.
2020 NATIONAL OUTCOMES REPORT BOYS & G IRLS CLUBS OF AMERICA
'' With a keen focus on digital
equity, Clubs work to ensure
that all young people have the
opportunity to build critical digital
literacy skills.
Lever-.in• Tecllnolou to Expand
Club R..ch allCI 1....-t
The digital world is omnipresent in young people's
lives, their education and the labor market they
will enter. BGCA's digital strategy aims to ensure all
young people can access and enjoy change-making
digital opportunities and experiences at Clubs and
beyond, and that Its lntemal systems can evolve
rapidly to meet the ever-changing demand.
With a keen focus on digital equity, Clubs work to
ensure that all young people have the opportunity
to build critical dliltal literacy skill~ such as online
safety, digital etiquette, collaboration and technical
know-how. BGCA and Clubs also establish key
partnerships to ensure that young people have
access to the technology they need in the Club and
at home to thrive In this digital age.
Young people need and enjoy high-quality digital
experiences. In 2017, BGCA launched the ever-
growing Myfuture platform. Members can access
this fun digital platform at the Club or at home
to learn, play and socialize while participating in
hundreds of self-directed activities spanning all
three priority outcome areas.
2020 NATIONAL OUTCOMES REPORT
On MyFuture, members can interact with each
other, free from the danger of cyberbullying, and
share their accomplishments locally and nationally.
Y FUTURE ~
By also bullding virtual Club Experiences at
a national and local level, young people have
access to high-quality youth development and
environments, regard less of where they may be or
what may be going on in the world. Clubs are no
longer constrained to four wal Is. Whether It is a
self-directed learning activity through Myfuture; a
leadership Ctub video meeting; a staff-facilitated
flnanclal literacy workshop; or a live-streamed,
youth-led panel on racial justice; the virtual Ctub
provides high-quality experiences and programs at
a distance.
BOYS & GIRLS CLUBS OF AMERICA
r.. !..t
'' Our foundation starts with
our members feeling safe. If we
can change their lives in the Club,
it will ripple out and change the
community. -Ricquel Archer,
Boys & Girls Clubs of Greater
Tarrant County
Club Creates a Ho111e Away Fro111
Home With Yolltll
At the Eastside Branch of Boys & Girls Clubs of
Greater Tarrant County, Director Ricquel Archer
understands the importanoe of creating a commu-
nity. "Our Club has a home vibe because we are a
big family here."
At this Club, located in the last historically black
community in Fort Worth, Texas, young people
come together for a Club-wide assembly every day.
2020 NATIONAL OUTCOMES REPORT
Kids are placed into teams by grade level, such as
the 1st Grade Alligators and 3rd Grade Cheetahs,
and come up with their own team chant. Teams
earn points for team spirit, their participation in
competitions like races or trivia, and listening
closely during announcements like the daily Safety
Tip. "They love assembly so much. These meetings
have become the foundation of our culture because
they create a strong house," said Archer.
That culture carries through the Club day. Young
people at the Eastside Branch have a lot of Input
into the programming that is offered. "During
assembly we sometimes have things they can vote
on. Sometimes it is silly, like which staff do you
want to pie, but they also vote on what programs
they want," said Archer. The Club has implemented
programs such as a STEM Week in the education
room and an in-Club internship for teens based
on youth voting and feedback sessions. NWe've
created an environment where we have a chance
to hear from them directly, paying attention to what
they enjoy, and asking questions like, 'What did you
like about this activity?'"
Youth voice is also prominent in Eastside's
character and leadership programming. Staff
facilitate the SMART Girls program for girls ages 8
to 18, which sees high participation and offers a
variety of activities. For young men, Barber Shop
Talk has become a powerful experience. Barbers
from the community, guest speakers like school
principals and members of the Fort Worth police
department, and male Club staff meet with young
men in the Club to talk about "hot topics" and
create emotional connections through mentoring.
BOYS & GIRLS CLUBS OF AMERICA
Youth who have come through the program found
these relationships so impactful that they started
their own peer mentoring program for younger boys.
On Wednesdays, instead of basketball practice,
mentors and mentees meet to talk, giving the peer
mentors a chance to practice leadership and help
others going through similar life situations.
Eastside's focus on community, youth voice
and mentorship have led to what Archer called
a •culture shift." Shortly after an organizational
merger, the Eastside Branch experienced an influx
of new youth who initially struggled to adjust to their
new branch, and for it to feel like "home." They were
brought into the mentoring program to help them
to integrate into their new Club community. "When
some of the kids would get upset or melt down,
their mentors were the ones who would pull them
aside, check in with them, and create that sense of
accountability and emotional safety."
·we can't control what happens outside of these
doors, or what happens at home or at school, but
we can control the environment here in the Club.
We want youth to know that we can't wait for them
to get here every day. This is a caring, consistent
place; said Archer. At Eastside, all young people
who attend are part of the Club family.
Pacing Down a Pandemic: Cl•b•
Adapt to Meet Comm•nltJ Needs
In times of adversity, Clubs are part of the
community response. For 160 years, Boys & Girls
Clubs have navigated times of tragedy and crisis to
provide safe places for kids and teens.
2020 NATIONAL OUTCOMES REPORT
The COVID-19 pandemic exacerbated existing gaps
in opportunity, with potentially long-term impacts
on children and teens. This was especially true for
communities grappling with systemic inequities,
despite their strengths and resilience. From
nutrition and learning loss, to safety and emotional
well-being. the pandemic disrupted young people's
development and well-being.12
The pandemic called on Clubs to yet again rise
to the challenge around the country. Beginning in
March 2020, most Clubs ceased offering traditional
after-school programming. Clubs used this major
disruption as an opportunity to reimagine and
expand the ways in which they meet the needs
of their youth, families and communities. They
collectively pivoted, adapted and innovated.
Within a week of closures, Clubs started to offer a
range of modified services intended to ensure that
their members (and others) remained connected,
safe and engaged. From spring to early fall:
BOYS & GIRLS CLUBS OF AMERICA
,
+ &7& Clubs provided In-person chlldcare
and youth development programming for
chlldren of first responders and eaaentlal
workers. These youth took part in fun learning
and enrichment activities, as well as service-
learnl ng efforts that Included crafting face
masks, writing letters to front-line workers
and seniors, and assembling care packages.
Experiencing a sense of purpose and agency is
especially important during difficult times.
+ More than 2.,750 Clubs offered meal
services through dellvery and pick-up to help
address growing levels of food Insecurity,
especially among families who experienced
lost and reduced income. Clubs partnered and
coortlinated with local schools, pantries and
governments to secure resources and set up
distribution processes. Clubs often provided
activity packets alongside meals to support
chlldren's learning and provide families with fun
ways to engage and connect.
+ Over 3,1.00 Clubs dellvered vlrtual Club
Experiences and proirammlng for youth at
home. Clubs used all the technology tools at
their disposal and quickly mastered new ones.
Through video postings, social media streams
and live online meetings, they sought
to maintain continuity and connection.
Thousands of young people took part in virtual
read-alongs and STEM activities; virtual field
trips and cooking lessons; dance battles,
trivia contests and hang-outs; pop culture
and social issues discussions; and adult· and
youth-led panels on financial planning. career
exploration, empowerment and racial justice.
Clubs creatively celebrated young people's
milestones and accomplishments, especially
for teens graduating from high school.
+ As schools started a new term In the
fall, some 1,000 Clubs opened as vlrtual
leamlng centers, spaces in which young
people participated in school online in a safe,
conducive, supportive environment.
At the time of this report's publication, no one
knows what the future holds for th is country
regarding the pandemic. What is known, however,
is that Boys & Girts Clubs will continue to rise to the
challenge and innovate to ensure no young people
are left behind.
Clubs rose to the challenge to meet the needs of youth and families.
2020 NATIONAL OUTCOMES REPORT
3,100+
Clubs
Virtual Club
Experiences and
programming
for youth
at home
BOYS & GIRLS CLUBS OF AMERICA
Club Members
Achieve Positive
Outcomes
f'
When young people are academically successful, they
graduate from high school on time, are motivated to learn.
and have a plan to succeed in today's modern workforce.
Clubs develop globally competitive graduates through
programs, practices and experiences that enable youth to:
+ Build Foundational Social-Emotional Skills -Youth
practice and build social-emotional skills through
participation in Club programming and interactions
with caring adult staff. Essential skills include problem-
solving, perseverance and key workforce skills.
+ Become Effective, Engaged Learners -Youth love
learning and are motivated to ask questions and
connect previous experiences to learn from their
successes and mistakes. Learning happens while
building a robot and tinkering with it until it works,
trying to solve a homework problem, or staying focused
in order to graduate.
+ Develop a Postsecondary Plan -Youth explore
careers and link their experiences and interests to
potential careers. They are exposed to employers
in their fields of interest, obtain internships, and
participate in programming that helps them visualize
their goals and how to achieve them.
Promoting High
School Graduation
THE BENEFITS OF AND BARRIERS
TO GRADUATION
Youth who graduate from high school are more likely to
achieve better financial, social and health outcomes.1s
A high school diploma is an indicator.that a young person
is ready for their next step in life, whether that is the
2020 NATIONAL OUTCOMES REPORT
workforce, military service or a postsecondary education.
High school graduates have increased employment
opportunities and higher lifelong earnings compared
to those without a diploma. Their families and their
communities are better off for their individual success.14
Certain key risk factors can contribute to high school
students' failure to graduate, including inconsistent school
attendance, unsatisfactory behavior or suspension, or
failure to pass math or English classes.
Additionally, beyond the classroom, significant
environmental factors affect the academic success of
young people, with the most influential being socioeconomic
status.15 Youth experiencing poverty, more than 50% of the
U.S. public-school student population, 16 are at a greater risk
of not graduating from high school on time compared to
their peers who are not experiencing poverty. The national
graduation rate for economically disadvantaged students
is 80%. while the overall national graduation rate is 85%.17
Why does poverty have this effect? Partially because the
education students in low-income communities receive is
inequitable compared to that of students in more affluent
communities with well·funded, fuUy resourced schools.
Schools serving low-income communities often have less
experienced faculty, spend less per student on resources.
and offer fewer advanced classes.18
CLUBS PROVIDE YOUTH WITH
ACADEMIC ENRICH MENT AND
SUPPORT
Clubs support the academic success of youth by
encouraging them to pursue their passions and interests.
Clubs encourage kids to fall in love with learning through
activities such as building a bridge with LEGO pieces or
developing a computer program. Young people apply
BOYS & GIRLS CLUBS OF AMERICA
problem-solving and perseverance skills as they learn from
the process, with their curiosity driving them to succeed.
Almost 3,000 Clubs implement Project Learn, an approach
that leverages Club programming, staff practices,
environment, and partnerships to reinforce what youth
learn during the school day while creating experiences
that spark inspiration and discovery. Youth choose to
engage with staff and the informal learning opportunities
available every day throughout their Club. Youth receive
daily homework help and targeted tutoring if needed. They
build academic skills by participating in fun activities such
as word games with friends, group engineering projects or
gamesroom competitions. Club staff use incentives and
recognition to encourage and celebrate young people's
academic efforts and achievements. Clubs collaborate with
families, school personnel and other partners to support
the education of youth. This approach has been found to be
effective. A third-party evaluation showed that Project Learn
participants had significantly better academic outcomes
than Club youth who did not participate in Project Learn and
non-Club youth.19
'' 75% of Club members
ages 12 to 17 from low-income
families report receiving mostly
As and Bs, compared to 67% of
their peers nationally.
MAJORITY OF CLUB MEMBERS ARE
ON TRACK TO GRADUATE ON TIME
BGCA places a high priority on ensuring Club members
are on track to graduate from high school on time. Based
on existing research and data on the key predictors of
2020 NATIONAL OUTCOMES REPORT
graduation, BGCA developed an on-track-t~graduate
measure made up of several NYOI education-related
indicators. A young person is considered to be on track to
graduate on time when they: 1) report grades of mostly
As and Bs, 2} do notskip school, 3} expect to graduate
from high school, and 4) progress to the next grade level in
school within at least a year of the expected timing.
Overall, just over three-quarters of Club members (76%}
are on track to graduate on time. This percentage remains
relatively steady across grade levels.
Three-quarters of Club members are on track to graduate
from high school on time.
BOYS & GIRLS CLUBS OF AMERICA
Club members report higher grades than youth nationally.
Among low-income youth ages 1210 17
• ~ --~I
Club Members • I
6% J.9%
Youth Nationally 67%
•Mostly OlS Mostly Cs •Mostly As a nd Bs
Clubs provide learnlng opportunities that can help address
the academic inequities that exist among youth from
families with a low income. A comparison of 2020 NYOI
data on school grades to similar data from the 2016
National Survey on Drug Use and Health (the most current
data available from that source) shows t hat 75% of Club
members ages 12 to 17 f rom low-income families report
receiving mostly As and Bs, compared to 67% of their peers
nationally.20
While this finding is encouraging, Clubs and BGCA must
continue to find more ways to help combat educational
inequities ~aused by poverty. Both Clubs and BGCA
can more deeply analyze the yearly NYOI data to gauge
members' progress on the on-track-to-graduate indicators
by socioeconomic status and other important demographic
variables. That data can then be used to adapt existing
strategies or adopt new strategies for programming
and partnerships. The 2020 NYOI data shows that Club
members whose families have a low income fall behind on
three of the on-track-to-graduate ind icators when compared
to Club members whose families do not have a low i ncome.
This comparis~n hlghllghts the persistent negative impact
of poverty and challenges Clubs and BGCA to address
educational equity by ensuring that all Club youth have the
supports and resources they need to graduate on time.
2020 NATIONAL OUTCOMES REPORT
Club members from low-income families are less llkely
to be on track to graduate on time.
82%
76%
On Track
to Greduete
87%
80%
Mostly As
andBs
75%
Did Not Skip School
in La&t 4 Weeks
Low Income Not Low Income
Club academic enrichment and support programming also
provides many opportunities for young people to develop
foundational social-emotional skills. When youth practice
and strengthen their social-emotional skills In the Club
learning environment, this helps them stay on track to
graduate from high school on time (see graph on next
page). NYOI data shows that Club members with strong
problem-solving ski I Is a re more likely to be on track to
graduate com pared to Club members with low problem-
solving skills (78% vs. 69%). The difference is even more
marked for Club members with strong perseverance skills
compared to Club members with low perseverance skills
(84% vs. 65%).
BOYS & GIRLS CLUBS OF AMERICA
Perseverance and problem-solving help Club members
stay on track to graduate.
% on track to graduate on time
_Pr_o_b1_em_-_s _o1_v1 _ng ________ ·-----
_Pe_r_se_ve_r_an_c_e_ ·-----------0 -
• Low Social-Emotional Skllls • High Soclal-Emotlonal Skills
Engaging Black,
Latino and Female
Youth in STEM
THE STEM WORKFORCE LACKS
DIVERSITY
The fields of science, technology, engineering and
mathematics (STEM) have an impact on every aspect of life,
from how people communicate to the food'they eat. STEM
fosters technological innovation and scientific discoveries
that connect people and help solve problems. STEM is also
important for sustaining a stable and competitive economy,
as innovation drives economic growth and raises wages.21
The STEM fields have long been plagued by a lack of
diversity, with women, Black people and Latino people
severely underrepresented in the workforce. Black and
Latino people make up 11 % and 16% of the overall
U.S. workforce, respectively, but only hold 5% and 8% of
engineering jobs22 and 7% each of computer science jobs.
The situation is significantly worse for women, who account
for nearly half of the overall workforce, but hold only 14%
of engineering jobs. 23 Women's representation in computer
2020 NATIONAL OUTCOMES REPORT
jobs, a field that includes computer scientists, software
developers and programmers, has actually decreased, from
32% in 1990 to 25% in 2016.24
The lack of diversity begins early on. A 2019 study
conducted by Junior Achievement found that only 9% of girls
ages 13to17 expressed an interest in STEM careers, down
from 11% in a similar survey from 2018.25 By comparison,
interest among teen boys is three times higher at 27%.26
Also, while white youth and youth of color express similar
levels of interest in STEM, youth of color are more likely to
transfer or drop out of postsecondary STEM programs.27 In
the Draw-A-Scientist tests, 70% of 6-year-old girls drew a
woman scientist, but by age 16 this dropped to just 16%.28
The portrayal of STEM professionals in the media often
serves to reinforce stereotypes about the field. An analysis
of STEM characters in popular films from 2002 to 2014
found that women were given half the number of speaking
roles as men and often cast in subordinate roles such as
research assistants.29
A STEM workforce that includes female, Black and Latino
professionals leads to increased perspectives, greater
innovation and more effective problem-solving.30
BOYS & GIRLS CLUBS OF AMERICA
..
With an estimated 2.4 million jobs having gone unfilled
in 2018 and STEM jobs expected to increase 8% by
2029, there is a desperate need for STEM workers.31.32
Misperceptions about the field, however, combined with a
lack of interest, mentors and role models, and support from
parents and teachers ultimately deter girls and youth of
color from pursuing STEM careers.33
STEM IN BOYS & GIRLS CLUBS
High-quality STEM programming in the afterschool space is
an important strategy for addressing diversity and preparing
youth for a future STEM career. More than 70% of students
In afterschool STEM programs reported positive gains in
STEM interest, career knowledge, and social.emotional
skills such as perseverance and critical thinking.34 Findings
were significantly greater for youth participating in programs
for four weel<s or longer. These social-emotional skills
are also important in a field that is not always welcoming
to women, Black and Latino people. The ability to solve
problems and persevere are especially crucial for youth
in overcoming insufficient academic preparation, limited
opportunities, and experiences of exclusion and lsolation.35
Clubs implement engagtng STEM programming that bullds
skills and encourages youth to see a future in STEM. Family
STEM nights and computer programming "hackathon"
events encourage creativity and perseverance, and local
field trips to planetariums expose youth to a variety of STEM
experiences. In the DIV STEM program, youth engage in fun,
hands-on activities that introduce them to science concepts
with real-world applications. They collaborate and activate
problem-solving skills in creating a homemade light bulb or
developing a water flltratlon device. During Summer Brain
Gain, a program to combat summer learning loss, Clubs
help youth learn by exploring topics such as forensics,
animation and foOd science. Clubs also provide members
with mentors, networking opportunities and career days to
pursue their STEM interests.
2020 NATIONAL OUTCOMES REPORT
THE IMPACT OF STEM ON CLUB
MEMBERS
Club members show a strong interest in STEM
programming. According to NYOI data, 71% of Club
members report getting excited about science, and 82%
are curious to learn more about science, computers or
technology.
A majority of Club members express Interest In STEM.
Additionally, more than half of surveyed high school Club
members intend to take science-related courses after high
school or want to take math courses after high school.
High school Club members are committed to-STEM.
Club teens who report having strong problem-solving and
perseverance skills are more likely to want to take science
and math courses after high school, compared to Club
teens reporting low social-emotional skills. For example,
66% with high perseverance indicated that they are likely to
take a science class after high school compared to 17% of
those with low perseverance (see graph on next page).
BOYS & GIRLS CLUBS OF AMERICA
Club teens with strong soclaJ-emotlonal skills are more likely to plan to take STEM-related classes after high school.
% who intend to take science and math classes
66% Science 73%
42%
17% • I
Perseverance Problem-Solving
• Low Soclal-Emotlonal Skills
Preparing Youth
for Postsecondary
Education
BARRIERS TO C ONTINUING
EDUCATION AFTER. HIGH SCHOOL
Even though young people have more alternative
routes to enter the workforce than they once did, post-
secondary education still matters. Those with more
formal postsecondary education benefit from greater
opportunities, lower unemployment and higher earnings
potential.36 An estimated 5 million jobs requiring
postsecondary education will go unfilled in 2020, and the
Bureau of Labor Statistics predicts the greatest growth
in employment from 2018 to 2028 will be among those
occupations requiring some form of formal postsecondary
education (whether a certificate, associates degree or
higher degree).37•38
Despite the increasing importance of a postsecondary
education in preparing for a globally competitive workplace,
2020 NATIONAL OUTCOMES REPORT
68% Math 70%
39%
20% • I
Perseverance Problem-Solvlng
• High Social-Emotional Skl!ls
many young people are opting out. One of the biggest
reasons is cost. In 2019, the average total price of tuition
was $33,000 for trade schools; $50,880 for a public
two-year institution; and $87,800 for a public four-year
institution at an in-state rate.311-4°
To help cover these costs, students can apply for financial
aid, but many are unable to navigate the complex process.
The Free Application for Federal Student Aid (FAFSA), which
is completed by students to determine their eligibility for
financial aid, has been criticized for being unwieldy and
overly complicated. In fact, 43% of high school seniors
didn't complete the application in 2019.41 This means that
$2.6 billion in available federal aid went unclaimed.42
In addition to overcoming financial barriers, young people
also have to prepare for entrance exams, apply for
scholarships and navigate the application process. This
can be especially challenging for first-generation students
whose caregivers never attended postsecondary school and
lack the firsthand experience to guide their children through
these complex systems. While guidance counselors are
charged with helping students plan for life post-high school,
they are often stretched thin and overwhelmed with large
BOYS & GIRLS CLUBS OF AMERICA
·-.. .
caseloads.4 a Slightly more than half of youth report that
their school has helped them to understand the steps they
needed to apply to college, and only about half report using
support services to prepare them for future goals.44
Even after being accepted, students need support
registering for classes, applying for housing and submitting
transcripts. Confused by the process, up to one-third of
students with plans to attend college do not make it to
classes in the fall, a phenomenon known as "summer
melt."45 The melt rate for students from low-income families
and those planning to attend community colleges can be as
high as 40%.46
For those who successfully clear the hurdles of preparing,
applying and enrolling in postsecondary institutions, the
challenges don't stop there. About 33% of first-generation
students, the vast majority of whom are students of color,
drop out by the third year.47 The dropout rate at community
colleges is even higher, with less than 40% graduating
or transferring within six years.48 Financial pressure and
academic disqualification are the reasons most cited for
dropping out, but many students, especially students of
color, also feel unwelcome and unsupported on campus.49
2020 NATIONAL OUTCOMES REPORT
CLUBS PROVIDE YOUTH WITH
POSTSECONDARY EDUCATION
SUPPORT
Overcoming these barriers requires significant perseverance
and problem-solving. Students need to persevere through
difficulties and the obstacles placed before them. Social-
emotional skills such as perseverance are positively
correlated with academic performance, and their broader
application can promote success outside of the classroom
as well.50
The work to prepare young people for educational options
after high school starts from the moment they step inside
a Club. Clubs integrate career exploration throughout
all program areas, from arts to leadership to health and
wellness, so that youth of all ages are exposed to different
career options. Clubs also coordinate college tours and
alumni visits, host career days, offer SAT and ACT prep
courses, and provide guidance throughout the college
application process.
Skill-building programs provide teens with the opportunity
to learn social-emotional and other skills and practice them
within an educational context. In the Diplomas to Degrees
program, teens inventory their potentia 1 career interests
and map the steps to gain entry to a postsecondary
institution that meets their needs and interests. The
Careerlaunch program offers activities that help Club
youth explore different careers and identify the skills and
education needed for a specific career path. Teens gain
financial literacy skills through the Money Matters: Make it
Count program, which teaches youth how to plan for their
future goals through budg~ting, managing debt and saving
for postsecondary education and beyond.
BOYS & GIRLS CLUBS OF AMERICA
POSTSECONDARY EDUCATION
READINESS AMONG CLUB
M EM BERS
Across all age groups, 82% of Club members expect
to complete some postsecondary education. Among
Club members in 11th and 12th grades, 53% reported
participating in a college preparation program at the
Club, an opportunity that BGCA and Clubs are working to
extend to all high school members. Of the Club teens who
participated in one of these programs, over 93% agreed
that they know what education or training they will need for
the career they want, and 88% agreed that they know what
costs to expect for the education or training they need after
high school.
Most Club juniors and seniors who completed a college
prep program are planning to pursue a postsecondary
education.
4-Year College
80%
Undecided
8% 2-Year College
Military 19%
5%
Work
4% Vocational
4%
2020 NATIONAL OUTCOMES REPORT
'' 81% of Club juniors and
seniors who completed a college
prep program reported they a re
making immediate plans to enroll
in postsecondary education,
compared to 59% of high school
students nationally.
Over three-quarters of these Club juniors and seniors (81%)
also reported that they are making immediate plans to
enroll in some type of postsecondary education, compared
to 59% of high school students nationally.51 Additionally,
78% of the Club seniors reported submitting the FAFSA,
compared to 61% of high school seniors nationally.52
BOYS & GIRLS CLUBS OF AMERICA
Club juniors and seniors are more likely to plan to enroll in a
postsecondary education compared to peers nationally.*
Club Members
Youth Nationally 59% I
Club seniors are more like to have submitted a FAFSA
compared to peers nationally.*
Club Members : . ·.
-~ ~ .• -.---i·
:'61% · I _I J 11 . ,._I~ _•<!...L.__ l Youth Nationally
*Club member percentages based on those who participated in a college preparation program at the Club.
Club members in high school who report higher levels of
perseverance are more likely to submit a FAFSA and apply
for postsecondary education than their Club peers reporting
lower levels of perseverance. This demonstrates the
importance of including social-emotional skill development
in college and career readiness programs.
Club high schoolers with high levels of perseverance are
more likely to take steps toward a postsecondary
education.
Submitted a FAFSA
Applied for
Postsecondary
Education
71%
78%
• High Perseverance • Low Perseverance
2020 NATIONAL OUTCOMES REPORT
Priming Youth for
Success in the
Modern Workforce
'' Early exposure to the
working world is vital to future
career choices. Young people
start building their career
expectations as early as age 11.
CLOSI N G SKILLS AND DIVERSITY
GAPS I N THE WORKFORCE
Women and people of color account for the fastest-growing
shares of the U.S. population, but only account for 4 7%
and 36% of the overall U.S. workforce. 53 Industries that
intentionally invest in these groups at an early age have
the potential to increase their bottom line. Companies who
are in the top quartile for racial and ethnic diversity are
33% more likely to have above average financial returns.54
Equipping young people of all backgrounds, especially
those who have been historically underrepresented,
BOYS & GIRLS CLUBS OF AMERICA
with the knowledge, skills and experiences needed to be
successful will help close gaps, expand the talent pool and
increase productivity.
Traditionally, workforce development programs have targeted
adults and high school students needing jobs. However,
starting skill development much earlier increases the
likelihood that young people will acquire the essential skills
needed for workplace success that they can build upon
throughout adulthood.ss Early exposure to the working world
is also vital to future career choices, and young people start
building their career expectations as early as age 11.56
CLUBS PREPARE YOUTH TO BE
WORKFORCE READY
BGCA's approach features four pillars to guide Clubs in
creating a workforce readiness culture in which young people
can define and achieve their career plans. From the moment
youth enter the Club, programs and experiences that
integrate skill building and career exploration provide them
with opportunities to connect their passions and talents to
careers and apply those skills in real-life work experiences.
Workforce Readiness Pillars
Ages6to18 Age.&6to18
+
Experts debate what to call the skills needed for workplace
success. Common terms include soft skills, 21st century
skills, social-emotional skills and employability skills. In
its workforce readiness approach, BGCA uses the term
"essential skills," which combines social-emotional skills
such as problem-solving and employability skills like
dependability into one cluster.
Essential skills are critical in the workplace. In 2013
more than half of U.S. employers stated that their biggest
obstacle to growth was finding qualified candidates with
the interpersonal and self-regulation skills they needed the
most.57 Similarly, a 2017 Business Roundtable survey of
employers found that although critical thinking, problem-
solving and communication skills were highly relevant to
positions within their companies, these were also the skills
that were challenging to find in qualified job candidates.ss
2020 NATIONAL OUTCOMES REPORT
+
Ag:u 13 to :18
Employability Skills
& Certifications
First-Joi>
readiness <1nd
job-specific
training
+
Agea16to18
Work-Based
Learning
Substantial,
real-world
work experience
DEVELOPING ESSENTIAL SKILLS
Clubs provide multiple opportunities for youth to build and
practice essential workforce skills. For example, youth
may have assigned responsibilities such as assisting with
serving snacks, co-facilitating activities or collecting sports
equipment. Staff set expectations during program time
to teach and reinforce workplace expectations such as
punctuality, dependability and teamwork and recognize
youth when they are demonstrating these behaviors.
EXPLORING CAREER$
Career exploration takes two forms: exposure and
exploration. Exposure activities are for all ages, sparking
young people's interest by exposing them to diverse career
paths. Club staff integrate career exploration into all
programs and activities, bring in guest speakers and take
youth on workplace tours and career fairs. Clubs more
BOYS & GIRLS CLUBS OF AMERICA
Club teens are Interested In a wide range of careers.
deeply engage teens by dedicating time for them to
discover careers that match their talents and interests and
learning what it takes to be successful in those industries.
Opportunities include Job shadowing, mentorship and
Interviewing, where teens can view careers firsthand and
meet professionals in those careers. See above for the
top five career interests among teens participating in the
Keystone Club program in 2019.59
NYOI data reveals a link between career exploration
programs and problem-solving and perseverance skills. Of
Club teens who attended a career exploration program, 84%
reported having strong problem-solving skills and 60% had
strong perseverance skills, compared to 7 4% and 54% of
Club teens who did not attend such a program, respectively.
BUILDING EMPLOYABILITY SKILL$ AND
EARNING CERTIFICATIONS
Clubs help young people gain the skills needed to seek,
secure and sustain a job over time. and build job-specific
technical skills. Partnerships with local employers,
postsecondary and vocational training institutions and
government agencies enable Clubs to offer older teens
industry-specific training and certification programs in their
areas of interest. Teens earn certifications in areas such as
first aid/CPR, phlebotomy, information technology, welding
and warehouse logistics. NYOI data shows Club teens need
such opportunities, with only 28% of them reporting they
have a job.
2020 NATIONAL OUTCOMES REPORT
APPLYING SKILLS THROUGH WORK-BASED LEARNING
Clubs provide youth with structured learning experiences
in which they can apply newly gained skills in real-world
work environments. These experiences can include service-
learning projects, first jobs, internships in the Club or with
external companies, and pre-apprenticeships. BGCA's
national partnership with Gap Inc. has enabled the company
to significantly expand its This Way Ahead Internship
program. The program builds a talent pipeline for the
company a.nd supports Club teens who traditionally have
had barriers to securing their first job. Clubs partner with
local Old Navy stores to provide teens with exposure to retail
careers, job readiness preparation, opportunities to apply
and interview for part-time and seasonal jobs, and coaching
through the hiring process. In 2019, nearly 5,000 teens
participated in these workforce readiness activities.
BOYS & GIRLS CLUBS OF AMERICA
'' They look in their
backyards and think that's all
they have. We can show them
that there's a world beyond by
giving meaningful experiences
that their schools can't. -Jon
Blodgett, Boys & Girls Club of
Fitchburg & Leominster
Club Go• Full STEAM Ahead
to Help Yollth Prepare
for Career Success
About 10 years ago, the Boys & Girls Club of
Fitchburg & Leominster redefined itself as a STEAM
out-of-school-time program. Seeing local schools'
resource constraints, the Club committed to
infusing science, technology, engineering, the arts
and mathematics into all of its programming.
·our schools do a lot of sports programs, and the
benefits of those are great, but you've got to also be
able to practice technical skills and expose youth to
all kinds of varied experiences," said Teen Center
Director Jon Blodgett. Staff tie everything young
people do at the Club to the world of work.
Club staff use programs like First Robotics, Girls
Who Code, App Inventor and even beekeeping to
expose members to varied STEAM career pathways.
Even programs that aren't specifically science-
focused such as Careerlaunch get the
2020 NATIONAL OUTCOMES REPORT
STEAM treatment. Teens identify their career
Interests, research career paths, build basic
employability skills, and complete internships
and field experiences, focusing on STEAM-related
careers. Club members have interned at hospitals,
newspapers, art museums, and heating and air
conditioning companies. Additionally, Club teens
can participate in a Counselor in Training program
during the summer, then become paid Junior Staff
within the Club. Frequent guest speakers introduce
youth to many career and Postsecondary education
pathways.
A fun example of entrepreneurship that came out of
this programming is BGCPrint, an apparel screen-
printing enterprise. Club teens wanted to learn
what it was like to own a business. Local Chamber
of Commerce members coached them on how to
develop a business plan, find prospective investors,
and make a pitch. The teens generated $20,000
to set up their business, and they now screen-print
shirts for the Club and other customers.
Club leaders recognize that people of color and
women are underrepresented in STEAM fields.
Some opportunities, like Girls Who Code, are open
to girls only. With the diversity in the surrounding
community, the Club's membership increasingly
includes more youth of color. Being intentional
about bringing in women and people of color as
guest speakers helps youth to see themselves in
a wider variety of careers. •Many youth may think
their opportunities are limited; said Blodgett. "But
with what they are exposed to at the Club, they see
many more opportunities."
BOYS & GIRLS CLUBS OF AMERICA
,.. .•
The Club also uses Its STEAM and workforce
readiness programming to teach social-emotional
skills llke perseverance and problem-solving.
Club staff design activities so youth can work
collaboratively and practice skills like public
speaking and making business pitches.
·we help teens figure out what path they need to
take to achieve their goals and how they should get
started,• said Blodgett.
Youth are expected to follow strict guidelines to
complete certifications and held accountable to
follow through on their commitments. "We've had
kids who tailed to complete careert..aunch multlple
times, but we always allow them to keep coming
back and try again. If they are willing to persevere,
we wlll always give them support. We love creating
opportunity."
These opportunities have made a huge impact.
The Club's teen membership has risen from an
average of 12 teens dally: five years ago to now
over 80. Youth are excited to explore their interests
and plug Into opportunities in their community,
and community leaders have embraced the Club's
strategy.
·Local businesses are keenly interested in helping
to develop the workforce of tomorrow,• said Club
CEO Donata Martin.
At this Club, tomorrow Is looking exceptionally
bright
2020 NATIONAL OUTCOMES REPORT BOYS & GIRLS CLUBS OF AMERICA
Young people, their families and communities are being
confronted with numerous life-altering challenges: social
and race-based injustice, climate change, economic
upheaval as a result of COVID-19, and the widening fault
lines caused by political division.
Youth voice, agency and mobilization have been central to
driving positive, meaningful change within every movement
throughout history. 60 Once again, youth are rising to the
challenge as leaders to demand social, political and
economic change. They are being called out to the streets
to protest, serving as thought leaders, developing innovative
and creative solutions, and demanding a voice in decisions
that impact their current reality and future.&1
As supportive facilitators, advocates and allies in their
growth and development, Club staff partner with young
people to create a safe, inclusive environment. Within this
nurturing environment, youth can develop into future world
leaders by following a character-building trajectory:
+ Build Foundational Social-Emotional Skills -
Youth practice and build social-emotional skills by
participating in Club programming and interacting
with caring adult staff. These essential skills include
having healthy relationships with others, making sound
decisions and communicating effectively.
2020 NATIONAL OUTCOMES REPORT
+ Participate in Service-Learning Opportunities -
Youth take on developmentally appropriate leadership
opportunities in programs such as SMART Girls in
Action, Keystone Club, Torch Club and Youth of the
Year Suite. Youth also participate in service-learning
opportunities that allow them to explore their Club
and community. By confronting familiar and unfamiliar
challenges, youth see the world through a new lens
and identify how they can create positive change.
These experiences help young people build skills such
as empathy, perspective-taking and problem-solving.
+ Lead Change -Youth take on increasing leadership
opportunities in and outside of the Club by identifying
pressing issues affecting their peers, community and
the world. They spotlight needs such as mental health,
racial inequity and immigration by participating in
National Keystone Conferences, local demonstrations
addressing climate change and racial equity, civic
activities, and youth-led efforts to build a positive Club
environment. They galvanize their peers and partner
with Club staff to develop responsive solutions.
Throughout this process, youth learn from and partner
with peers and staff who model social~motional skills that
develop strong character. This growth is the necessary
foundation for developing leaders and change agents.
Laying a Critical
Character
Development
Foundation
As youth build and practice social-emotional skills, they
develop key character traits that are then demonstrated
or reflected in their behaviors. For example, when
youth are respectful to others, they work together and
BOYS & GIRLS CLUBS OF AMERICA
communicate effectively with one another even when there
are disagreements. The social-emotional skills associated
with showing respect include empathy, communication,
perspective-taking and inclusion. Another example of
character development is when youth demonstrate
caring. When youth are caring, they appreciate and have
compassion for the feelings, experiences and perspectives
of others. Youth can better understand that their lived
experiences62 are different from the lived experiences of
others. In sharing with each other how they have previously
encountered and interacted wiih police officers or other
authority figures, for example, young people who are white
might find that their own experiences differ markedly from
those of their Black or Latino peers. Youth demonstrate
compassion for others through ethically responsible
actions. As with the character trait of respect, social-
emotional skills form the foundation of these behaviors.
One way to facilitate young people's strong character
development is by engaging them in service learning.
Service learning refers to opportunities that actively engage
youth in diverse experiences that aim to benefit others. The
key difference between service learning and community
service is that the former allows youth to gain a deeper
understanding of their efforts, such as volunteering at a
community food pantry or neighborhood cleanup, through
meaningful reflection and perspective taking.63.84 In doing
so, youth cultivate solidarity with those who may or may not
have a shared lived experience and build compassion and
critical social consclousness.ss
For many youth, service learning creates a pathway for
moving from involvement In charity or school-mandated
community service to social justice and positive change
making.66 As youth become more engaged in the important
issues affecting their peers and community, they are
more likely to develop a stronger sense of empathy and
self-efficacy,67 in addition to the ability to develop healthy
relationships and effectively solve problems.68
2020 NATIONAL OUTCOMES REPORT
Building Leadership
Skills at the Club
The demand for strong character and leadership skills
is increasing in classrooms and workplaces. Being able
to think critically, demonstrate empathy for others,
communicate effectively, solve problems and collaborate
well are necessary skills for young people to navigate the
challenges of adolescence and adulthood.69
By participating in diverse Club programs and activities
that promote social-emotional skills, youth develop the
strong character traits central to being effective leaders
and agents of change among their peers and within their
communities. Clubs provide progressive programming that
evolves along with young people as they get older. This
approach keeps youth engaged and challenged and builds
on their existing knowledge and skills.7° For example, the
SMART Girls in Action program offers a series of sessions
designed to build self-esteem, support positive identity
formation and develop leadership skills among girls. It
uses different types of small-and large-group activities
that emphasize discussion and reflection and allow staff to
adapt activities to support youth skill·building and interests.
BOYS & GIRLS CLUBS OF AMERICA
Club staff engage youth by creating formal and informal
roles that allow them to develop and practice leadership
skills. Staff may give members the opportunity to manage a
task or provide input into how they spend their time within
a program space. For example, the youngest members may
assist in surveying their peers about their interests and
passions, which can inform the development of themed
activities for the week. Older youth and teens are offered
more autonomy, voice and choice to determine which skills
they want to build, whether that is building employability
skills, mastering a new art technique or participating in a
robotics competition. They also assume leadership roles on
Club youth councils that advise staff on programming or as
officers in small.group leadership development programs
such as Torch Club and Keystone Club.
Clubs also encourage young people's leadership and
activism through Club programs such as the Youth of the
Year Suite, Keystone Club, Torch Club and guided service-
learning activities. 71 The Youth of the Year Suite creates
opportunities for youth to showcase their leadership
ability and be recognized among their peers, within their
Club and at state, regional and national levels. Youth
take part in hands-on activities that explore topic·s such
as identity, passion, personal branding, voice, teamwork
and goal setting. Clubs offer additional service-learning
opportunities through the Torch Club, Keystone Club and
Million Members, Million Hours of Service programs.
While designed for tweens and teens, these programs
are adaptable for the youngest Club members. These fun
and highly interactive experiences put youth at the center
of their own learning, whether it is discovering personal
passions, identifying community needs, designing and
completing service projects, or engaging other youth to
foster change.
The skills that young people develop within the safe,
supportive and inclusive environment of the Club, in
2020 NATIONAL OUTCOMES REPORT
partnership and collaboration with caring adult staff and
peers, are strengthened and reinforced through practice,
hands-on learning and application in their own lives.
These skills are easily transferable as youth navigate their
ecosystem. In doing so, young people will continue to
make the institutions that shape their world, like schools,
community organizations, governments and corporations,
more accountable, effective, equitable and inclusive.
'' Club members in 8th, 10th
and 12th grades volunteer at
significantly higher rates than
their peers nationally.
BOYS & GIRLS CLUBS OF AMERICA
.·
Club Youth Lead
and Make Change
BGCA's NYOI survey data shows that members are building
the social-emotional skills that lead to strong character and
leadership through their Club participation.
Forbes defines leadership as "a process of social
influence, which maximizes the efforts of others, toward
the achievement of a goal."72 Club members report having
the makings of leaders and change agents, such as being
empathetic and confident in their own efficacy, who are
ready to take transformative steps toward a great future
for all.
For example, as shown below, 92% of Club youth actively try
to help when they see others in need, and 86% think about
how their decision-making will affect others. As leaders,
76% feel equipped to organize a team of their peers to
complete a project, and when goals are set, 87% report
taking action to achieve them.
As agents of change, 88% of Club members report that
they feel like they can stand up tor what they think is
right, even if their peers disagree. Nearly three-quarters
(73%) of members spend their time with others to
address community needs, and 81% believe that they can
make a difference in their community. With this strong
character and leadership foundation, Club youth are better
equipped to help address the most pressing needs of their
generation.
Regarding Club members' levels of volunteerism, when
we compare Club teens to teens nationally who have
participated in the Monitoring the Future study (MTF), the
findings are especially positive. Conducted by the University
of Michigan annually since 1975, MTF examines the
behaviors, attitudes and values of U.S. students in eighth,
10th and 12th grades.73
As shown on the next page, both NYOI and MTF data show
that the rate of teens volunteering at least once a month
increases with age. This makes sense given volunteering
and community service requirements for high school
graduation. But more importantly, the data show that
Club members in eighth, 10th and 12th grades volunteer
at significantly higher rates than their same-grade peers
nationally. At each of these grade levels, almost twice as
many Club members report that they volunteer at least
monthly than their peers nationally.
Club youth demonstrate leadership traits and behaviors.
2020 NATIONAL OUTCOMES REPORT BOYS & GIRLS CLUBS OF AMERICA
More Club teens volunteer at least monthly compared to teens nationally.
% who volunteer at least once per month
-- -c:
8th Grade 25%
10th Grade
If l •• ....--.---... -.----· -;.J.-... • • _.... 1
I -I -. -....... -, J .._ ~ _ I.. .'i ~ I
I • 54%•, :~rl T" !~I ,
l , __ I ___ ·;_~1 . &-~J~w_:..~_k ·,~
33%
12th Grade 65%
• Club Members
'' Our teens see and believe
they're exceptional, and they
can point to the real impact they
have made in their Club and
community. -Rich Barrows, Boys
& Girls Clubs of Metro Denver
Club B•llds Leaders a•d Change
Agents -One Day, One Youth at a Time
•1t•s not just about implementing certain programs,·
said Rich Barrows, Denver Broncos Boys & Girls
Club unit director. "Our philosophy is to demonstrate
these kids are exceptional, to themselves and
to others. This approach to everything we do in
the Club is more impactful than just an individual
program."
The Club, part of the Boys & Girls Clubs of Metro
2020 NATIONAL OUTCOMES REPORT
• -,1
-
: 37%
Youth Nationally
Denver, has been a valued community asset for
over 17 years thanks to a continued partnership
with the NFL's Denver Broncos. The Club has
worked with multiple generations of youth from
many of the same families. With a teen center next
to the original Clubhouse, the Club serves mostly
Black and Latino youth ages 6 to 18. Club staff
describe the surrounding neighborhood as "working
class," with 95%. people of color with low incomes.
The staff know that building nurturing relationships
with youth is essential for the Club's programming
to have a positive impact on them. "I love working
with kids, building a connection with them, bringing
them opportunities, seeing them grow," said long-
time staff member Lisa Ford. ul love to see the
impact we've had on the ones people said wouldn't
make it, and they have made it.•
At the Club, staff set high expectations for youth
and serve as role models. "I wanted to work for
Clubs to be a good support for children, to show
BOYS & GIRLS CLUBS OF AMERICA
them a good representation, someone who looks
like them," said staff member Ari Richardson. She
likes "how excited youth get when they reach goals
they didn't think they could reach.•
Club staff develop young people's character and
leadership through progressive programming, which
builds on their existing knowledge and skills and
evolves as youth age. Younger members start out
in the Cherish Club and the Bo~ Club, where they
practice making decisions and taking on leadership
roles.
At 10 years old, youth can graduate to the Torch
Club to strengthen their leadership skills and
continue developing the social-emotional skills of
empathy and self-efficacy. Torch Club members
elect officers and plan and execute their own
projects. Staff advise, but the youth decide what
they will do and how. ·1 help them work together to
solve problems within our community, learn how
they're not the only ones who struggle, and look at
their own actions and how they impact others: said
Richardson. The Denver Broncos Torch Club won a
2018-19 National Project Award for inspiring and
recognizing kindness In their community. They made
gift boxes fur "Hometown Heroes" like firefighters,
school janitors and nurses, and created a "Kind
Tree" with students from a nearby school In which
they wrote caring messages on the leaves.
Youth ages 14 and older can participate in the
Keystone Club, leading activities and projects
related to academic success, career exploration
and community service. The Denver Broncos
Keystone Club has a strong focus on service, with
staff tracking high school members' service
2020 NATIONAL OUTCOMES REPORT
hours and offering incentives to encourage them
to persevere. The Keystone Club has completed
many projects, from organizing Club Family Nights
and neighborhood events to reduce gun violence,
to partnering with local agencies to promote
physical and mental health, and working with school
professionals to increase attendance.
The Club staff understand that their job is to help
young people become confident, empowered
leaders and change agents. ·we've had a lot
of success with our character and leadership
programming," said Barrows. ·our teens see and
believe they're exceptional, and they can point to
the real Impact they have made in their Club and
community."
BOYS & GIRLS CLUBS OF AMERICA
(~ Developing a Healthier ~ Generation
When young people live healthy lifestyles, they are able to
make decisions that result in their social, emotional and
physical well-being.
Boys & Girls Clubs develop a healthier generation through
programs, practices and experiences that support overall
wellness and enable youth to:
+ Bulld Foundatlonal Social-Emotional Skllls -Youth
practice and build social-emotional skills through
participation in Club programming and interactions
with caring adult staff. Essential skills include
healthy decision-making, stress management and
perseverance.
+ Make Healthy Choices -Youth make healthy choices
such as participating in a healthy cooking competition,
lea ming positive ways to manage stress, or preparing
campaigns encouraging their peers to avoid unhealthy
behaviors such as substance use.
+ Engage In Physical Activity -Youth have
opportunities throughout the Club day to engage in
physical activity during check-in, transition times
between activities, in the gym or outdoors, and within
varied program sessions that encourage movement.
Promoting Physical
Activity and Wellness
YOUTH AND TEENS DON'T GET
ENOUGH PHYSICAL ACTIVITY
Regular physical activity is an important part of a healthy
lifestyle, offering immediate and short-term health benefits
for youth and protecting against long-term chronic health
conditions into adulthood. Youth who are physically active
have stronger hearts, bones and muscles than their
2020 NATIONAL OUTCOMES REPORT
inactive peers and an increased ability to concentrate and
pay attention. Being physically active in childhood also
protects against developing chronic conditions such as
heart disease or Type 2 diabetes as an adult.74 It can also
reduce or even eliminate symptoms of depression and
anxiety in teens and adutts.75•76•77 Young people who are
physically active are more likely to remain active as they
age, compounding these health benefits.78
Yet despite the benefits, most youth do not get the amount
of physical activity they need to thrive. The Centers for
Disease Control and Prevention (CDC) recommends that
youth ages 6 to 17 get 60 minutes of physical activity a
day, seven days per week.79 Unfortunately only 23% of
high schoolers meet these recommendations, with 44%
reporting 60 minutes of physical activity five days per week,
and 17% reporting no physical activity at all. The data also
shows that participation in physical activity declines as
youth approach adulthood, with the number of older teens
getting sufficient physical activity steadily declining since
2011.80
Physical activity rates among teens have been declining
since 2011, especially among older teens.
% physically active for 60 minutes, at least 5 days per week
53% ...._ _____________ ......, __
49%
45%
40%
2012. 2013 2015 2017 2019
9th Grade 12th Grade
Several factors contribute to the declining rates of physical
activity among children and teens. Youth are spending
increasing amounts of time in front of a screen for reasons
BOYS & GIRLS CLUBS OF AMERICA
other than schoolwork. The number of teens who report
using a screen for three or more hours a day increased
from 22% in 2003 to 46% in 2019 and is likely to keep
rising. 9:1..32 This is especially true as COVID-19 disrupted in-
person activities and mo.re schools offered online learning.
Additionally, schools are offering fewer physical activity
options during the day. Only half of school districts require
or recommend daily recess for elementary-age youth,
and fewer than one In 10 schools require daily physical
education.83
GENDER AND AGE DISPARITIES
Differences in physical activity exist between males and
females. A high school ma le is twice as Ii kely to meet
physical activity recommendations compared to a high
school female. Fewer females participate in daily physical
activity as they age, so that by 12th grade, only 16%
of females compared to 33% of males take pa rt in the
recommended amounts of physical activity. One explanation
for these differences may be differing goals. Previous
research has shown that males identified "becoming
muscular" as their main motivation to participate in
sports, whereas females prioritized friendships, fitness
and sociability and did not often find these benefits by
participating In physical actlvlty. 84.es.88
SOCIOECONOMIC DISPARITIES
Youth sports also provide regular opportunities for physical
activity. While participation in youth sports has increased
overall in recent years, it has been unequally distributed.
The percentage of youth participating in sports from
families making $100,000 or more a year increased f rom
86% in 2012 to 90% in 2018. Meanwhile, only 67% of
youth from the lowest income bracket (families making
$25,000 or Jess a year) engaged i n sport activities in 2018,
a decrease from 76% In 2012.81
2020 NATIONAL OUTCOMES REPORT
Sports participation is on the decline among youth from
the lowest Income bracket.
% who engaged in some sport activity during the year
90%
86%
81% ........ ._ .... __ .__. ____ ~ ___ _. ................. ... 83%
76%
67%
2012 20.13 201.4 20.15 201.6 2017 20.18
•Under $26K Over $100K Average Across All Income Brackets
These dispa rities may be due partly to the increasing costs
of youth sports. A family can expect to pay an average of
$125 per year in registration fees for a single child for one
sport. When equipment. uniforms and travel are added in,
the total annual cost far one child playing a sport averages
to more than $600. 88
CLUBS REMOVE BARRIERS TO
PARTICIPATING IN PHYSICAL
ACTIVITY
Clubs provide youth with opportunities to be physically
active throughout the Club day. These include offering free
play upon check-In, incorporating physical activity breaks
during assemblies and transitions between program
sessions, and facilitating interactive community builders as
part of programs . The HPlay Breaks Guide" and "Transitions
Playbook" from BGCA offer a variety of fun movement
activities and games that can be implemented in any Club
space. Most Clubs also have physical space devoted to
physical activity or movement, such as a gym, outdoor
field, multipurpose room, dance studio or gamesroom
BOYS & GIRLS CLUBS OF AMERICA
where scheduled activities and events take place. All of
these opportunities add up and help youth achieve the
recommended amounts of daily physical activity.
Additionally, Clubs provide youth with access to sport
leagues and organized sports programs. These programs
ensure that all youth, regardless of gender. income or skill
level, can experience high-quality youth sports. Partnerships
with uniform and equipment suppliers provide free or
discounted uniforms and gear required for practices and
games. These offerings help decrease financial barriers that
may prohibit families from participating in sports.
Clubs also intentionally address gender and age-related
disparities. In the Takeover Thursday initiative, for example,
Thursdays are ded icated to physical activity and sports for
girls. Offerings include female-only open gym time, league
games, or having a female athlete host a fitness class. Staff
consult young people to design activities that meet their
interests, such as escape rooms and step contests. Clubs
are placing more e mphasis on lifelong physical activities,
such as yoga, dance and canoeing or hiking, to help youth
find their favorite way to stay active beyond their years as a
Club member.
PHYSICAL AcnVITY SUPPORTS SOCIAL-EMOTIONAL
SKILL BUILDING
Physical activity also enables youth to practice and build
social-emotional skills such as perseverance, decision
making and stress rtl'anagement 89 Club members learn
perseverance whe n they repeatedly practice a new or
challenging skill, like jumping rope, and how to cope and
keep on going if they lose a game. They also practice
decision-making during games when they think about
how to get around a defender or make a good pass to
a teammate. Partnerships between BGCA and sports
organizations like Jr. National Basketball Association and
National Football League Flag Football provide Club staff
20 2 0 NATIONAL OUTCOMES REPORT
and volunteer coaches with practice plans for all ages and
skill levels to ensure that every experience includes well-
organized, progressive skill building.
The U.S. Soccer Foundation recently adapted its soccer
curriculum for Clubs. The program introduces youth to the
sport in a supportive environment by focusing on individual
skill progression and social-emotional development. Each
session teaches youth fundamental soccer skills while
blending in nutrition education and social-emotional skills
like decision making, impulse control and perseverance.
These skills are integrated in program sessions through
group agreements, emotional check-ins, youth-led pickup
games, warm-ups and reflections. The health and nutrition
i nf ormati on is integrated seamlessly during practice, with
youth learning about healthy foods that will give them more
energy without interrupting the physical activity.
BOYS & GIRLS CLUBS OF AMERICA
'' 51% of Club teens report
engaging in regular physical
activity five days a week,
compared to 44% of teens
nationally.
CLUB MEMBERS REAP THE
BENEFITS OF PHYSICAL ACTIVITY
Club teens are more physically active than their national
peers; 51%.report engaging in regular physical activity
five days a week, compared to 44% of teens nationally.
Additionally, Club teen girls are more active than teen girls
nationally, with 40% of Club females reporting regular
physical activity, compared to 35% of their peers nationally
(see graph below).
Participation in physical activity is also linked with stronger
social-emotional skills in Club members. Members who
report meeting physical activity guidelines have stronger
social-emotional skills compared to Club peers who are less
active. For example, 58% of members who are physically
active five or more days a week report strong perseverance
skills, but among members who are not physically active,
only 43% report strong perseverance skills.
Club members who are physically active are more likely to
display strong social-emotional skllls.
Problem-Solving
Stress
Management
Perseverance
I
% with strong social-emotional skills
47%
59% ~
49%
43%
• Physlcally Active • Physlcally Inactive
Club teens are more likely to engage in physical activity regularly compared to teens nationally.
% physlcally actfve for 60 minutes, at feast 5 days per week among high schoolers
Boys 59%
- -
Glrls 35%
---------===
Overall 51% . . . . , .... ...__ -.
• Teen Club Members • Teens Nationally
2020 NATIONAL OUTCOMES REPORT BOYS & GIRLS CLUBS OF AMERICA
'' What they'll remember
looking back are the fun times,
the camaraderie with other
players, and the supportive
relationships with staff. -Jake
Wilson, Boys & Girls Clubs of
Central Wyoming
Club Provides Y•r-Ro••d Sports a•d
Fitness Opportunities for Youth
Neither age nor gender, family income nor skill level,
rain nor snow nor gloom of winter night prevents
young people from enjoying healthy physical activity
at Boys & Girls Clubs of Central Wyoming. With
year-round sports leagues, clinics featuring college
athletes, and other fun activities, the Club makes
sure of that.
The organization's robust offerings, and its
dedication to meeting the needs of the youth and
families served by the organization, are crushing
many of the barriers that keep young people from
getting regular physical activity.
Club sports leagues -which include T-ball, flag
football, summer basketball and indoor soccer -
serve some 1,500 to 2,000 athletes, ages 6 to 18,
per year. While girls often have fewer opportunities
for sports participation, all of the organization's
leagues are co-ed. The organization has explored
offering girls-only leagues, said CEO Ashley Bright,
2020 NATIONAL OUTCOMES REPORT
but has found more community interest in co·ed
sports. The Club keeps the cost to families low:
generally a $25 registration fee plus the $10 annual
Club membership dues. The Club waives fees for
parents who volunteer to coach.
In most games no one keeps score. The focus
is on having fun, said Athletic Coordinator Jake
Wilson. "It's about the kids and them having a good
experience. What they'll remember looking back are
the fun times, the camaraderie with other players,
and the supportive relationships with staff."
When the Club was forced to close its facilities
in March due to the COVID-19 pandemic, Wilson
immediately began receiving frantic messages from
teens. They wanted to know whether the annual
9-Foot All-Star Basketball Tournament was still on.
The weekend-long spring event is a teen favorite.
Hoops are lowered from the regulation 10 feet so
youth b-ballers can play with the flair of the pros.
Teens can take part in a slam dunk contest and a
three-point shoot-out. (The Club will reschedule the
event as soon as it's safe, said Wilson.)
The Club's winter basketball league is open to
everyone, with an emphasis, like all the Club's
leagues, on the basic skills of the sport, fair play,
teamwork, healthy lifestyles and fun. High school
coaches contact the Club to refer youth who don't
make the school team. Club staff invite those
players to join the Club's league. No one warms the
bench, either: In all sports, everyone gets a chance
to play every position, regardless of skill level.
Staff also incorporate opportunities for youth to get
active in the Club's program day. In Workout Warrior,
BOYS & GIRLS CLUBS OF AMERICA
for example, participants rotate through a series of
workout stations, switching like musical chairs when
the overhead music changes. Staff play fun, "old·
school• songs In the gym to encourage more kids to
join in, said Wiison. staff serve healthy snacks and
chat with youth about fitness, nutrition and their
own power to make healthy choices.
Club offerings for teens help them beat the odds
against staying active as they get older. The Club
hosts late-night events llke glow·in-the·dark
dodgeball , and the adjacent city skate park stays
open to 11 p .m . During the school year, the Club
even provides P.E. classes for home-schooled youth
twice a week . •1t•s a recreational mecca: said V.P.
of Operations Derek DeBoer, and the Club works
hard to make sure It offers something for everyone.
2020 NATIONAL OUTCOMES REPORT
Preventing
Substance Use
VAPING
1RENDS AMONG YOUTH
Vaping has been steadily growing as a major health concern
for youth. Va ping is inhaling an aerosol containing nicotine,
chemicals and other flavorings that are created by an
electronic battery-operated cigarette.90 From 2011 to 2019,
past-30-day cigarette use decreased from 4% to 2% among
mlddle school students and from 12% to 4% for high school
students.8 1•92 Yet in just tw·o years·, from 2017 to 2019, the
percentage of high schoolers reporting vaping in the past
30 days has almost doubled (12% vs. 23%).93 This trend
is especially concerning since vaping rates had decreased
between 2015 and 2016.
Cigarette use is declining while vaping rates are rising
among teens.
Current cigarette and vaping use rates among high school students
23%
13%
7% 4%
2015 2016 2017 2018 2019
•Cigarette • Vaping
REASONS FOR VAPING AMONG TEENS
Rates of past-month vaping are higher than rates for
the use of any other substance, in cluding alcohol and
marijuana.94 The mostcommon reasons given for vaping
are "to experiment" (61%), "to relax or relieve tension"
(38%), or "have a good time with my friends" (38%).95 The
percentage of students who stated that they are vaping to
BOYS & GIRLS CLUBS OF AMERICA
"relax or relieve tension" has increased by nearly one-third
since 2018,96 indicating that more teens are choosing
vaping as a coping strategy to relieve stress.
Alarmingly, the percentage of high school seniors who
indicated that they are "hooked on vaping" from 2017
to 2019 has quadrupled. Most vaping aerosols contain
a quantity of nicotine that can be addictive, although the
exact amounts have been difficult to determine.97 JUUL, a
manufacturer of commonly used e-cigarettes, indicated that
each of their vaping pods contain as much nicotine as 20
packs of cigarettes.98 Decades of research has shown that
nicotine is harmf ul to adolescent brain development and
increases the risk of future addiction to other drugs.99
CLUBS' VAPING PREVENTION RESPONSE
BGCA's ~vaping Prevention Resource Guide" identifies
the key features of vaping, signs of use and tips on how
to talk to youth about vaping. The updated SMART Moves
substance use prevention suite of program resources
utilizes a health promotion and trauma-informed approach
that encourages healthy decision making, perseverance
and coping skills. The suite includes a health promotion
core program, an emotional wellness program, family
engagement resources, and a vaping and nicotine
prevention module that build these skills.
Clubs have partnered with schools, local organizations
and state legislators to raise awareness of and make
presentations about the harmful effects of vaping.
Statewide anti-tobacco councils comprised of Club and non-
Club teens have created tools and strategies for preventing
vaping among youth. Several Clubs have also expanded
their existing substance use prevention programs to
explicitly address vaping and create more opportunities for
youth to practice healthy decision-making.
'' Nationally, 10th and
12th graders were three times
as likely to have vaped in the
past month compared to Club
members in those grades.
Club teens are less likely to vape compared to teens natlonally.
Current vap/ng use In the past 30 days among teens
12th Grade ...
10th Grade
. .. I ·93· ·I . -J . .
8th Grade
Teen Club Members Teens Nationally
2020 NATIONAL OUTCOMES REPORT BOYS & GIRLS CLUBS OF AMERICA
CLUB MEMBERS ARE LESS LIKELY TO VAPE
Boys & Girls Club teens overall are more likely to have
abstained from vaping compared to teens nationally.100
Nationally, eighth graders were twice as likely. and 10th and
12th graders were three times as likely, to have vaped in
the past month compared to Club members in those grades
(see graph on previous page).
OPIOID MISUSE
THE IMPACT OF OPIOID MISUSE
The opioid epidemic has had a devastating impact on youth
and families. Although the rates of prescription opioid
misuse among youth have continued to decline significantly
over the past five years, 101 in 2016, 4% of youth ages 12 to
17 reported opioid misuse. This percentage doubled among
young adults ages 18 to 25.102 In 2017, 11 million people
ages 12 and older reported opioid misuse.103 Youth stated
that opioids have "become harder to obtain than in the
past, "104 which may have contributed to the declining rates
of use.
2020 NATIONAL OUTCOMES REPORT
Opioid-related deaths affect entire communities. In 2018,
nearly 47,000 youth and adults died from opioid-related
overdoses. The CDC estimates that for every overdose
death, there have been 119 emergency room visits and
22 admissions into treatment facilities.105 The number
of opioid-related deaths is six times the number since
1999, 106 with the New England and Mid-Atlantic regions
of the United States reporting the highest numbers of
deaths.107 Approximately15% of all Boys & Girls Clubs are
located in these regions. serving over 600,000 youth and
their families.
Having a substance user in the home places adolescents
ata greater risk for substance use.108 Nearly 8 million
youth under age 18 live with an adult who uses drugs.109
Approximately half of youth ages 12 to 17 reporting
opioid misuse indicated that they were given opioids by
a relative or friend. uo These environments also tend to
be unstable for youth, with adult substance users being
three times more likely to neglect their children and abuse
them physically or sexually. This trauma puts youth atan
increased risk for depression, anxiety and other mental
health issues. m
CWB OPIOID PREVENTION STRATEGIES
Clubs have utilized skill-building approaches from the
"Opioid and Substance Use Prevention Resource Guide,"
which includes emotional check-ins and activities that help
youth identify and process their emotions. Additionally,
Clubs have Implemented programs for youth affected by
opioid use in their home, such as witnessing an overdose or
family separation. Youth are able to form support systems
with peers who may be similarly affected. More Clubs are
training their staff on topics such as adverse childhood
experiences, mental health first aid, and ways to calm
disruptive behaviors, increasing their capacity to support
affected youth. The opioid prevention learning community
includes staff from more than 50 participating Clubs who
foster and sustain these strategies.
BOYS & GIRLS CLUBS OF AMERICA
CWB MEMBERS ARE LESS LIKELY TO MISUSE OPIOIDS
Boys & Girls Club teens have lower lifetime rates of opioid
misuse than teens nationally (6% vs. 14%}.112 This pattern
holds true across grades. Ninth and 12th graders nationally
are twice as likely to misuse opioids and 11th graders
nationally are three times more likely to misuse opioids as
Club teens.113
Club teens are less likely to have ever tried oplolds
compared to teens nationally.
Lifetime opioid misuse among high school students
9th Grade
-. -I
7%
' 10th Grade
~----; - -"7'..... -..•
13% -:.ir. · -· i -,·; _,
11th Grade ~
12th Grade
Club Members Teens Nationally
CLUB APPROACHES TO PREVENTING
SUBSTANCE USE THROUGH SOCIAL·
EMOTIONAL DEVELOPMENT
Protective factors such as creating a safe, nurturing
environment where youth can develop positive relationships
have been shown to reduce the risk of drug use among
2020 NATIONAL OUTCOMES REPORT
youth.114 Clubs provide such spaces and enable youth
to build protective skills, like stress management and
problem-solving, to make positive health decisions.
Clubs integrate mindfulness activities into their
programming, such as creating "Zen Rooms" with soft
lighting and calming toys and activities where youth can
regulate their emotions and relieve stress and anxiety.
Other activities include engaging youth in scenarios where
they practice solving problems and modeling healthy
behaviors. By cultivating these skills, youth become better
equipped to cope with mental health issues that commonly
occur with drug use and exposure.115
Club mentoring programs also encourage positive peer
and adult relationships and foster emotional wellness
and perseverance. At the Boys & Girls Club of the Eastern
Panhandle in West Virginia, mentors in the Handle With
Care Mentoring Program alert staff when youth have lived
through a traumatic event in their home so they can help
them cope with that experience.
More than 1,400 Clubs receive federal funding from the
Office of Juvenile Justice and Delinquency Prevention to
support implementation of holistic mentoring programs that
can help decrease youth substance use and delinquency.
Clubs use best practices to mentor youth, such as
leveraging their strengths, building positive attitudes and
emotions, and having a substance use prevention specialist
implement evidence-based prevention programming
throughout the Club day. An audit of these sites has shown
that having dedicated staff has been the most effective
method of integrating substance use prevention practices
into the Club.
BOYS & GIRLS CLUBS OF AMERICA
Club teens with strong soclal-emotlonal skills are more
llkely to abstain from vaplng.
Lifetime abstention rates among Club teens
Problem-Solvlng • • Stress
Management • ·-.
Perseverance • ·-
• Low Soclal·Emotlonal Skllls • High Soclal-Emotlonal Skills
CLUB TEENS WR'H STRONG SOCIAL-EMOTIONAL
SKILLS ARE LESS LIKD.Y TO USE SUBSTANCES
Clubs help prevent substance use by enabling youth to
develop key skills that serve as protective factors against
drug use. Youth reporting higher social-emotional skills
have lower rates of substance use, including vaping and
opioid misuse.116 NYOI data show the same holds true for
Club teens (see graphs above). Vaping abstention rates are
higher for Club teens who report strong problem-solving,
stress management and perseverance skills, while Club
teens with lower social-emotional skills have lower vaping
abstention rates. For example, 86% of Club teens who
report high problem-solving skills are abstaining from
vaping, whereas 75% of Club teens who report lower
problem-solving skills are abstaining from vaping. The
pattern is similar for abstention from opioid misuse.
BGCA observes the same pattern across other substances
commonly used by youth. Club teens who report stronger
perseverance, stress management and problem-solving
skills are less likely to use vaping products and any tobacco,
misuse opioids or consume alcohol.
2020 NATIONAL OUTCOMES REPORT
Club teens with strong social-emotional skills are more
llkely to abstain from opioid misuse.
Lifetime abstention rates among Club teens
Problem-Solvlng • • --
Stress
Management • • --
Perseverance • • --
• Low Social-Emotional Skllls • High Social-Emotional Skills
Building Emotional
Wellness
MAJOR STRESSORS AMONG TEENS
AN D THEIR IMPACT
Stress among teens continues to rise. The annual Stress
in America™ survey found that since 2013, teens have
reported higher levels of stress. anxiety and depression
than adults.u7 Nearly three-quarters (73%) of Boys & Girls
Clubs teens reported "when something important goes
wrong in my life, I just can't stop worrying about it." In 2017,
13% of U.S. adolescents and teens aged 12 to 17 had at
least one major depressive episode during the past yea r.1111
Diagnoses of anxiety or depression among young people
aged 6 to 17 have continued to climb since 2003.119
Teens identify anxiety, depression, bullying and substance
use as major stressors among their peers.120 This is
especially prevalent among lesbian, gay, bisexual,
transsexual and queer (LGBTQ) teens, who are twice as
likely to have been bullied online (27% vs. 13%} or in school
BOYS & GIRLS CLUBS OF AMERICA
(33% vs. 17%) than heterosexual teens. Consequently,
more than half (63%) of LGBTQ teens have experienced
persistent feelings of sadness or hopelessness and are
over three times more likely to have seriously considered
attempting suicide, made a suicide plan or attempted
suicide compared to heterosexual youth.12 1
Additionally, mass shootings, rises in suicide rates and
family separation a re top issues of concern among teens.122
Among Club teens, 62% report being concerned about
mental health issues, 45% about substance use and
violence, and 39% about diversity, equity and inclusion.123
Teens nationally also identify racism, community violence
and unemployment as negatively affecting their well-
being.124 Those who report experiencing discrimination
have higher levels of stress hormones, blood pressure and
obesity,125 with greater odds of experiencing depression and
engaging in substance use.126·127
2020 NATIONAL OUTCOMES REPORT
COVID-19 further impaired teens' emotional wellness. A
2020 national survey commissioned by 4-H found that
70% of teens surveyed during the pandemic struggled
with their mental health, with 55% experiencing anxiety,
45% feeling excessive stress, and 43% experiencing
depression due to the pandemic. The top two sources of
their anxiety and depression were worrying about school
and the impact of COVID-19 on their future. The majority
of respondents (64%} also believed that COVI0-19 would
have a long-lasting effect on their generation's mental
health.128 Depression and anxiety adversely impact
healthy development and well-being. Young people living
with depression have an increased risk for suicide and
substance use.129 Depression can have negative effects on
academic performance and peer and family relationships.
Long-term chronic stress can lead to physical health
problems such as asthma, diabetes and heart disease.130
CLUB APPROACHES TO BUILDING
RESILIENCE
Social-emotional skills build resilience, which is the ability
to cope with life's stressors. Resilience emphasizes
strengths such as positive relationships, coping strategies
and emotional regulation that help promote wellness.131·132
Individuals with strong resilience have lower stress levels
and fewer depressive sym pto ms.133 Quality out-of-school-
time programming has been shown to positively enhance
social-emotional outcomes.134 Clubs provide teens with
positive experiences, relationships and environments that
foster resilience through dedicated staff implementing
skill-building activities, programs and practices that support
emotional wellness.
Emotional wellness activities, for example, help teens
identify how their bodies react when they are stressed and
learn deep breathing and visualization techniques to reduce
their anxiety. BGCA's Be There grief and bereavement
BOYS & GIRLS CLUBS OF AMERICA
initiative provides training, strategies and activities to help
Club staff implement best practices to support youth who
have experienced life-altering traumatic losses such as
death, divorce or community violence. Boys & Girls Club
of Benton Harbor in Michigan changed its entire culture
when staff created 600 Safe Street, both a physical
location within the Club and a method of staff and youth
interaction. A dedicated staff member facilitates well-being
programming for all youth during the Club day and manages
the space, where youth can go to practice coping strategies
when they are having a bad day, need help processing their
emotions, or just need to talk.
Through this approach, both youth and staff have
learned safe and healing practices to address trauma.
As youth learn new skllls such as problem-solving, stress
management and perseverance, they can reflect on what
they've learned, its importance and how to apply these
skills to other areas of their lives. Reflections embedded
throughout Club programming give youth the opportunity to
identify and use these skills during the entire day.
Clubs have also developed specific social-emotional
programming targeting issues that concern teens. Although
resilience helps teens navigate through life's stressors,
systemic inequities exist that can exacerbate their anxiety
and affect their wellness. Boys & Girls Club of Tracy in
2020 NATIONAL OUTCOMES REPORT
California created a teen hotline and podcast series where
teens can call in and express their concerns to supportive
adults. Several Clubs have hosted town hall meetings,
listening sessions and community forums to create specific
teen strategies that address emotional wellness.
THE EFFECT OF SOCIAL-EMOTIONAL IN'IERVENTIONS
ON EMOTIONAL WELLNESS
Interventions that explicitly build social-emotional skills
have been shown to have a positive impact. An analysis
of school-based interventions found that students who
participated in a social-emotional program reported higher
emotional wellness and graduation rates than students
who never participated in one. Additionally, students who
participated in a social-emotional program had lower rates
of engaging In risky behaviors six and 18 months after
their program ended, compared to their peers who never
participated in one. m
BGCA applied this research in developing the new SMART
Moves: Emotional Wellness program. The program builds
the social-emotional skills (self-regulation, impulse control
and stress management) that are most linked to helping
youth avoid negative thought patterns and behaviors. The
program targets elementary-and middle-school Club youth
to help them acquire tools for self-management and coping
at an earlier age and be able to use them during their teen
years and throughout adulthood.
THE IMPACT OF SOCIAL-EMOTIONAL
SKILL BUILDING ON CLUB MEMBERS
Individuals who develop healthy social-emotional skills such
as perseverance and problem-solving during childhood are
more likely to make positive decisions regarding alcohol and
substance use and are able to better navigate physical and
mental health challenges later in life.136 These skills build
resilience. Teens with strong resilience skills attending
BOYS & GIRLS CLUBS OF AMERICA
4-H programs, for instance, had more confidence to
address their mental health concerns and utilize healthy
coping strategies during the COVI D-19 pande m ic.137
Similarly, NYOI data shows that Boys & Girls Club members
with strong resilience are more likely to report higher
perseverance, problem-solving and stress management
skills than Club members with low resilience (see graph
below}.
Social-emotional skill building is an essential ingredient in
the positive experiences, relationships and environments
that young people need for their healthy development. NYOI
data shows that perseverance, stress management and
problem-solving skills are the strongest predictors of Club
members abstaining from alcohol, vaping, marijuana and
opioid misuse. The more resilient Club members are, the
more likely they are to avoid unhealthy coping behaviors.
Strong social-emotional skills are linked to positive
academic success outcomes, readiness for post-secondary
education, character and leadership development and
increased participation in physical activity. Boys & Girls
Clubs provide youth with opportunities to develop skills in a
safe, nurturing environment that enables them to flourish.
Club members with strong reslllence report higher
social-emotional skills.
% of members with strong social-emotional skills
69% 69%
i i
95%
Perseverance Ptoblem-Solvlng Stress Management
• Low Reslllence • High Reslllence
2020 NATIONAL OUTCOMES REPORT
'' We tell them we're helping
them build a self-care toolkit.
When they feel stress, they can
use these tools; they don't have
to turn to substance abuse. -
Monica Gallant, Boys & Girls
Club of Souhegan Valley
Cl•b's Soclal .. Emotlonal Pro•rams
Treat Trauma of Opioid Epidemic
From mass shootings to racism to social media and
bullying, many factors encroach upon the mental
health and well-being of today's teens. In Milford,
N.H., it was the opioid crisis that galvanized Club
leaders around the need to provide emotional
wellness programming for young people.
Boys & Girts Club of Souhegan Valley had long
been part of a grassroots coalition to prevent teen
substance abuse. Around 2012, Club staff began
hearing about the effects of the opioid epidemic on
children, recalled Monica Gallant, the organization's
director of prevention services. "Club members
were starting to lose parents and older siblings.•
Even more young people -27% of students,
according to the 2017 Souhegan Valley Youth
Risk Behavior Survey -live with someone with a
substance use disorder. That can make life chaotic
for youth, and ultlmately increases their own risk of
substance abuse.
BOYS & GIRLS CLUBS OF AMERICA
For young people affected by the opioid crisis, the
Souhegan Valley Club offer& respite in the form
of monthly Chlldren's Resiliency Retreats held
at the Clubhouse and an Idyllic outdoor space
In an adjacent park. There are cooking classes,
mindfulness activities, arts, music therapy and
ropes courses. Participants learn about feelinp,
coping skills and healthy responses. "We tell them
we're helplng them build a self-care toolklt, • said
Gallant . "When they feel stress, they can use these
tools; they don't have to tum to substance abuse."
The retreats are part of the Club's comprehensive
array of prevention programs working to show young
people they can break the cycle of substance abuse
and choose a healthier path. For high school senior
Abby F., such a path led all the way to the 2020
New Hampshire State Youth of the Year title. Abby
chairs the Club's YES (Youth Empowerment and
Service) Team, a teen group dedicated to preventing
substance abuse and promoting mental health.
YES Team members conduct focus groups with
teens In the community so that their concerns
can Inform the group's projects. The team has
convened youth summits, community health fairs
and advocacy events. Projects are "youth-led,
adult-guided," said CEO Michael Goodwin. It's an
important elevation or youth voice, he explained.
"They're on the front lines, living it every day.· The
group is planning a vaplng education summit and
91ake back• event, which would allow teens to tum
in vaping devices, no questions asked.
The arrival of COVID-19 foroed the Club to shut
down for the spring of 2020. Doors re-opened for
summer programming on June 1.
2020 NATIONAL OUTCOMES REPORT
But even after 400 hours of cleaning, training and
prepping, staff sensed their pandemic response
was missing something. Club youth were expressing
feelings of anxiety and isolation after three months
at home. Some kids felt excluded and even bullied.
They felt like no one wanted to hear about their
feellnp, said Gallant. "As a Club and a community,
we've spent the last several years learning about
trauma and Its effects on kids. We realized we
needed to help these kids develop coping skills" to
deal with pandemic-related trauma.
During the school year, the Club runs Positive
Action, a soclal-emotional learning program that
promotes problem-solving, good leaclershlp and
healthy communication skills. In 2020, it became
a summer necessity. Each week, a group of 60
Club members learned methods, inspired by a
different epidemic, for coping with the trauma of
the COVID-19 crisis. In a particularly sweet example,
youth penned verse about blackberries for a
"mindful poetry writing" workshop developed by
New Hampshire Poet Laureate Alexandria Peary for
child survivors of the opioid crisis.
BOYS & GIRLS CLUBS OF AMERICA
Conclusion
Boys & Girls Clubs are more than just safe places to
go when school is out. Clubs relentlessly focus on the
conditions necessary for young people to learn, grow
and thrive: positive experiences, environments and
relationships. Because of this, outcomes data from Clubs
affirm that Club youth graduate with a plan for the future,
become leaders and change agents, and make decisions
that promote their health and wellness.
+ 75% of Club members ages 12 to 17 from low-Income
families report receiving mostly As and Bs, compared
to 67% of their peers nationally.
+ Club members in eighth, 10th and 12th grades
volunteer at significantly higher rates than their peers
nationally.
+ Nationally, 10th and 12th graders are three times as
likely to have vaped in the past month compared to
Club members in those grades.
The United States faces many challenges. As postsecondary
education costs continue to rise, Clubs must support young
people in pursuing their studies after high school. As skill
and diversity gaps persist in the workforce, Clubs must
ensure that all young people have opportunities to develop
and practice skills such as inquiry, analysis and problem
solving. Clubs must develop young leaders who can exercise
their influence and change narratives to include all people.
Clubs must instill in young people the lifelong habits that
result in physical and emotional wellness. The future of
the nation will require a generation of skilled, adaptive,
nlmble leaders to make advancements across sectors and
industries.
2020 NATIONAL OUTCOMES REPORT
In response to ever-changing community contexts and
recognizing that the experiences of youth are increasingly
complex, Boys & Girls Clubs are prioritizing the following:
+ Safety and Wellness -Every young person feels safe
and included, a~d experiences social, emotional and
physical wellness.
+ Equity and Inclusion -Every young person has access
to high-quality youth development experiences and
real-world opportunities.
+ Readiness -Every young person is equipped with the
skills and experiences that lead to success in school.
work and life.
Youth, families and communities need their local Boys &
Girls Clubs now more than ever. Club professionals and
volunteers believe that every young person in the nation is
resilient and has what it takes to build. a greaHuture. Boys
& Girls Clubs will continue to serve as partners with youth,
families and communities. Boys & Girls Clubs' commitment
to young people and to positive youth development will not
waiver.
'' Club professionals and
volunteers believe every young
person in the nation is resilient
and has what it takes to build a
great f~ture.
BOYS & GIRLS CLUBS OF AMERICA
Our Reach
Boys & Girls Clubs provide a safe, affordable place for children and teens during critical out-of-school time. Clubs offer life-
changing programs and services to youth across the nation and on U.S. military installations worldwide.
2020 NATIONAL OUTCOMES REPORT BOYS & GIRLS CLUBS OF AMERICA
Endnotes
lMannes, M .; Lewis, S. and Streit, K . (April 2005 ). Deepening Impact
Through Qual/ty Youth Development Strategies and Practices, report
prepared for Boys & Girls Clubs of America (Minneapolis, Minn.: Search In-
stitute), https://www.bgca.netfOperations/DCM/RAE/Pages/reseval.aspx.
2 Arbreton, A.; Bradshaw, M.; Sheldon, J. and Pepper, S. (2009). Making
Every Day Count: Boys & Glrls Clubs' Role In Promoting Positive Outcomes
for Teens (Phlladelphla, Pa.: PubllcjPrlvate Ventures), httpS://www.bgca.
neVOperations/DCM/RAE/Pages(reseval.aspx.
3 OSher, D.; Pittman, K.; Young, J. et al. Uuly 2020). Thriving, Robust Equit'f
anct Transformative Learning & Development (Washington, D.C.: Forum
for Youth Investment), https:/ /forumfyl.org/Knowledge~enter /thriving-ro-
bust-equity-and-transformative-Jearning-development;.
A The term "cogn itive" is defined as relating to conscious intellectual ability,
such as thinking, reasoning or remembering.
5 Boys & Girls Clubs of Ameri ca. "Program Bas/cs BWEprint: The DefinitiVe
Program Resource for Boys & Girls Clubs," http://a.bgca.org/documents/
Program_BasicsJ>lu eprintpdf.
•search Institute (2018). The Developmental Relatlonshlps Framework,
https://www.search·institute.org/wp-content;uploads/2018/05/Develop-
mental-Relationships Framework_English.pdf.
' lnteragency Workin g Group on Youth Programs (no date). "Pos itive Youth
Development,• youth.gov/youth-topics/positive-youth-development.
8 Slade, S. and Griffith, 0 . (2013). "A Whole Child Approach to student
Success," KEDI Journal of Educational Policy, pp. 21-35, httpS:j/www.
researchg,ate.net/publ ication/287320346_A_whol e_ch~d_approach_to_
student._success.
1 Smith, c.; Aklva, T.; Sugar, S. et al. (2012). Continuous Quallt'f Improve-
ment in Afterschoo/ Settings: Impact Findings from the Youth Program
Quality Intervention Study (Washington, D.C.: Tile Forum for Youth Invest·
ment), http:j/www.cypq.org.'contenVcontinuous.quality-improvement-af.
terschool-settings -lmpact-findln~youtll1)rogram-qualit)'-in.
10 Darli ng-Hammond, L. and Cook-Harvey, C. M. (September 2018). Educat-
ing the Whole Ch/Id: Improving School Climate m Support Student success
(Palo Alto, Calif.: Leaming Policy lnstil.\Jte), hltps://learningpolicyinstltute.
org/sites/defaulVfiles/product-files/Educating_Whole_Child_REPORT.pclf.
u Optimal means that 1he Club environment is consistently providing the
Club member with posl1lve experiences In a specific area, based on posi-
tive youth developm ent a nd what young people need. Needs improvement
means the member's r esPonses reflect an experience that was overall
negative, or strongly lacking in certain areas. BGCA uses regression anal·
ysis to examine the effects of1he Club Experience. This method eva lu ates
the strength of relationships between variables, allowing researchers to
examine how strongly a specific variable may be associated with a partic-
ular effect by factoring out other variables that might also influence the
effect Researchers can t hen calculate a level of statistical significance for
associations that they find; that is, they can rule out with some degree of
confidence whether a particular find ing occurred by chance. For relation·
ships t hat are statistically significant, follo w-u p comparisons are made
to q uantify group d ifferences in simpler •more likely to• or ·1ess likely to"
percentage terms.
2020 NATIONAL OUTCOMES REPORT
12 Karpman , M.; Gonzalez, D. and Kenney, G. M. (May 2020). Parents Are
Struggling to Provide for Their Families During the Pandemic: Material
Hardships Greatest Among Low-Income, Black, and Hispanic Parents.
(Washington, D.C.: Urban Institute), https://www.urban.org/sites/default/
files/publication/102254/parents-are-struggJing.to-pcovide-for-their-fami-
lies·during·the-pandemic_2.pdf.
13 Health.gov (July 2017). "Increasing Graduation Rates in our Nation's
Pub lic Higtl Schools: http&://health.gov/news-archivefblog/2017 /07 /in-
creasing.gl"8duatJon-rates-in-our-nations-publ ic-h igti-schoolsfindex.html.
14 Civic I E\/eryone Graduates Center at the School of Education at Johns
Hopkins University (Ju ne 2019). 2019 Building a Grad Nation: Progress
and Challenge in Raising High School Graduation Rates, https:j/www.
americaspromise.org/2019-building-grad-nation-report.
15 Ibid.
16 National Center for Education Statistics (April 2019). Table 204.10,
"Number and Percentage of Public School Students Eligible for Free or
Reduced-Price Lunch, by State: Selected Years, 2000-01 through 2016-
17" (U.S . Department of Education, Common Core of Data), https://nces.
ed.gov/programs/digesVd18jtables/dt18_204.10.asp?Current.asp.
17 National Center for Education Statistics {2019). ·Table 1. Public High
School 4-Year Adju sted Cohort Graduation Rate (ACGR), by Race/Ethnicity
and Selected Demographic Characteristics for the United States, the 50
States, the District of Columbla, end Puerto Rico: School year 2017-18,"
(U.S. Department of Education, Common Core of Data), https:j/nces.
ed.gov/ccd/tables/ACGR_RE_and_characteristics_2017-18.asp.
18 Duncombe, C. (Oct. 26, 2017). •unequal Opportunities: Fewer Resourc-
es, Worse Outcomes for Students in Schools with Concentrated Pove rcy,"
The Commonwealth Institute, https://www.thecommonwea~hinstitute.
org/2017 /10/26/unequal-opportunities-fewer-resources-worse-out·
comes-for-students~n-schools-with-concentrated-poverty/.
19Schinke, S.; Cole, K. and Pou lin, S. (2000). "E nhancing the Ed ucational
Achievement of At-Risk Youth,· Prevention Science, Vol. 1, No. 1 , pp. 51·
60, https://link.springer.com/article/10.1023/A:1010076000379.
20Substanoe Abuse and Mental Health Services Administration {2016).
National Survey on Drug Use and Health (U.S. Department of Health and
Human Services), hltps:/ /nsduhweb.rti.org/respweb/homepage.cfm.
21 Greenstone, M. and Looney, A. (2011). "A Dozen Economic Facts About
Innovation,· The Hamilton Project, https:J/www.brooKings.edu/wp-content/
·uploads/2016/06/08_innovation_greenstone_Jooney.pclf.
22 Funk, C. and Parker, K. (January 2018). "Diversity about the STEM
Wor1<.force Vari es Wi dely Across Jobs; Pew Research Center, https://www.
pewsocialtrends.org/2018/01/09/diversity-in·the-stem-workforce-varies-
widely-across ·)Obs/.
"Ibid.
"Ibid.
25 Junior Ach ievement USA {May 2019). '"Survey: Teen Girls' Interest in
STEM Careers Declines," https;//www.prnewswire.co m/news-releasestsur-
vey-teen-gi rl s-lnterest-in-stem-careers-declines-300854960.html.
""Ibid.
BOYS & GIRLS CLUBS OF AMERICA
27 Smith, M. (May 3, 2019). lhe Science Divide: Why Do Latina and
Bleck Students Leave STEM Majors at Higher Rates?" l1le Washington
Post, https://www.wash ingtonpost.com/local/education/the-science-
divide·why-do·latlno-anel-black-students-leave-stem·majorsat higher-
rates/2019/05/03/e386d31S.4b32-11e9-93d0-64dbcf38ba41_story.
html.
2 • Barack, L (May 20, 2020). ·New Toolkits Alm to Increase STEM Diver-
sity,· https://www.educationdive.com/news/new-toolkits-aim ·t<>~ncrease
stem-diversity/578128/.
'"Steinke, J. and P11nla gua Tavarez, P. M. (20 1 7). •cultural Represen-
tations of Gender and STEM: Portrayals of Female STEM Characters in
Popular Films 2002-2014," lntematlonal Journaf of Gender. Science, and
Technology, Vo l. 9, No. 3, pp. 245-276, http~/genderandset.open.ac.ul</
i nde~.php/genderandsevarticle/view/514.
00 Phill ips, K. (October 1, 2014). "How Diversity Makes Us Smarter; Sci-
entific American, https://www.sci entificamerfcan.com/artlcle/h-OW-<liver sl-
ty-makes-us-smarter/.
81 White, E. (May 2018). St!lte of STEM: Defining the Landscape to Deter-
mine High-Impact Pathways for the Future Workforce, STEMconnectar,
https://www.stemconnector.com/wp-contenVuploads/2018/07/64199_
Web-Pdf.
32 U.S. Bureau of Labor Statistics (September 2020). "Empl~ent in
STEM Occupations,• https://www.bls.gov/emp/tables/stem~mployment.
htm.
"Chaney, S. (March 13, 2018)-·why Do Girls Lose Interest in STEM? New
Research Has Some Answers-and What We can Do About It," Microsoft,
https:j/news.microsoft.com/features/why-do-girls·lose-interest-in-stem-
new-research-has-some-answers-and-what-we-can-Oo-about-iV.
,.Allen, P.; Noam, G.; Little, T. et al. (2016). Afterschoof & STEM:
System-BuUd/ng Evaluation 2016 (The Pear Institute: Partnerships in
Education and Resilience, Harvard Medical School and Mclean Hospital
and Institute for Measurement, Methodology, Analysis & Polley, Texas
Tech University), https://docs.wixstatic.cam/ugd/ e45463_e14ee6fac-
98d405e950c66fe28de9bf8. pdf.
:ia Xie, Y.; Fang, M. and Shauman, K. (August 2015). "STEM Education,"
Annual Review of Sociology, Vol. 41, pp. 331-357, httpS://www.annualre-
vi ews.org/dai/p<lf/10.1146/annurev-soc-071312-145659.
36 U.S. Bureau of Labor Statisti cs (September 2020). "Employment, Wag-
es, and Projected Change .in Employment by Typ ical Entry-Level Education,"
htlps://www.bls.gov/emp/tables/education-summa ry.htm.
87 Carnevale, A.; Smith, N. and Strohl, J. (June 2013). Recovery: Job
Growth and Education Requirements Through 2020, {Washington,
D.C.: Center on Ed ucation end the Wof1{force, Georgetown University),
https:j/1gyl1oq479ufd3yna29x7ubjn-wpenglne.netdna-ssLcom/wp-con-
tenVuploads/2014/11/ReC011ery2020.FR_.Web_.pdf.
38 U.S. Bureau of Labor Statistics (September 2020). "Employment, Wag-
es, and Projected Change in Employment by Typlcal Entry-Level Education:
39 Bandar, M. (April 12, 2016)-"The Financial Case for Trade School Over
College; U.S. News & World Report, https;//money.usnews.com/money/
b l o~/my-money/artlcles/2016-04-12/the-fi nanc 1 al-case-for-trade-school
~-rol l ege.
•G Bustamante, J. (June 2019). "Average Cost of College & Tuition," Educa-
tion Data .org, https :// educati ondata .org/ average-cost-of-college/.
2020 NATIONAL OUTCOMES REPORT
"Form Your Future (2020). "FAFSA Tracker,' https://formyourfuture.org/
fafsa-tracker/.
42 Carrns, A. (August 9, 2019)-"To Graduate, File a FAFSA, More High
School Seniors Are Told," The New York Times, https://www.nytlmes.
com/2019/08/09/your-money/fafsa-financial-aid-form-college.html.
"'Harper, A. (March 7, 2018). "School Counseling Resources Stretched
Thi n at Most Schools," Education Dive, https ://www.educationdive .
com/news/school-counseling-resources-stretched-thin-at-most·
schools/518568/.
44 Youth Truth Study Sul'lley (January 2016). "Most High Schoolers Feel
Unprepared for College and Careers; http://youthtruthsurvey.o rg/wp-con-
tentjuploads/2016/01/yo1.1thtruth-Learning-From-Student-Vofce -College-
and-Career-Readiness-2016.pdf.
•5 O'C onnor, P. Uune 4 , 2018). ·summer Melt: Why One Third of Col-
lege-Bound Srudents Don't Make It to Campus in the Fa ll," Department of
Education Homeroom Blog, https://blog.ed.gov/2018/06/summer-melt-
why-oollege -baund-students·dont-make-it-in-the-fall/.
46 Education Northwest (April 2018). "What the Research Says About Sum-
mer Melt." https;//educationnorthwest.org/resource/evidence-blast-sum-
mer-strategles-keep-students-track-0011ege.
47 Whitmire, R. (A pril 8, 2019). "Alarming Statistics Tell the Story Behind
America's College Completion Crisis: Nearly a Third of All College Students
Still Don't Have a Degree Six Years Later; The 74, https://www.th e74mil-
lion.org/artlcle/alarming-statistics -tell-the-story-behind-americas-college-
completlon-crisis-nearly-a·third-of-a ll-college-student-still ·dont-have-a-de-
gree-six-years-later/.
48 Strauss, V. (September 10, 2019). "'A Dereliction of Duty': The College
Dropout Scandal and How to A x It,· The Wash fngton Post, https://www.
wash i ngtonpost.com/educati on/2019/09/10/a-dereliction-duty-col-
lege-dropout-scandal-how-fix it/.
••Bustamante, J. (November 2019). "College Dropout Rates," Eduoation-
Data.org, https://educationdata.org/couege-Oropout-rates.
5~ University of Chicago Consortium on School Research (August 2017).
"The Role of Noncognltive Factors in Shaping School Performance,"
https://consortium.uchicago.edu/sltes/defautt,/1iles/2018-11/The%20
Role%20of%20Noncognitive-Aug201 7-Consortlum.pdf.
5' Youth Truth study Sul'lley (January 2016). "Most High Schoolers Feel
Unprepared for College and Careers: .
52 Form Your Future (2020). "FAFSA Tracker."
53 U.S. Bureau of Labor Statistics (January 2020). "Household Data Annual
Averages, Table 11. Employed Persons by Detailed Occupation, Sex, Race,
and Hispanic or Latino Ethnicity,· https:j/www.bls.gov/cps/cpsaat11.html.
e• Hunt, V.; Prince, S.; D ixon~yle, S. an d Yee, L (January 2018). Deliver-
ing thro ugh D/Verslty (McKinsey & Company). www.mckinsey.com/busi-
ness-function s/organization/our-i nsights/delivering-through-dlversity.
""Gatsby Ch aritable Foundation (2014). Good Career Guidance, http://
www.gatsby.org.uk/uploads/education/reports/pdf/gatsby-sir-john-hol-
man-good-career-guidance-2014.pdf.
SS Ibid.
BOYS & GIRLS CLUBS OF AMERICA
sJ Connecticut Business & Industry Association (December 6, 2013}.
•Lack of Soft Skills Negatively Impacts U.S. Workforce: https://www.cbia.
com/news/h r-safety/lack-of-soft-skills-negatively-i mpacts-u-s-workforcei-
58 The Business Roundtable (June 2017). • 2016 BRT Education and
Workforce Survey: Results and Analysis," http://businessroundtable.org/
sltes/defau1Vfiles/reports/BRT%20Education%20and%20Workfo:ce%20
survey%20June%207%252c%202017.pdf.
59 Boys & Girls Clubs of America (October 2019). Annual National Keystone
Teen Voice Survey: Internal Report.
60 Costanza-Chock, S. (December 2012). Youth and Social Movements;
Key Lessons for Allies (Bom This Way Foundation and tne Berkman Center
for Internet & Society at Harvard University), https://cyber.harvard.edu/
sites/cyber.law.harvard.e<lu/files/kbwyouthandsoclalmovements2012_0.
pdf.
61 Ginwright, S. and James, T. (2002). "From Assets to Agents of Change:
Social Justice, Organizing, and Youth Development,· New DJrectlons for
Youth Development, No. 96, pp. 27-46; https://socialwork.columbia.e<lu/
wp-contenVuploads/from-assets-to-agents-of-<:hange-social-justice-orga-
nizing-and-youth·development.pdf.
62 The term "lived experience" is common in discussions of issues related
to Inequity and social justice. It refers to the first-hand accounts and
impressions of members of certain groups treated differently because of
their ethnic, racial or socioeconomic backgrounds and/or their sex, gender
identities or sexual preferences.
n The National Youth Leadership Council defines service learning as an
approach to teaching and learning In which students use academic knowl-
edge and skills to address community needs.
64 Youth.gov. "Service-Learning: Benefits, Challenges, and Solutions,"
https;//youth.gov/youth-topics/civic-engagement-and-volunteering/ser-
vice-learning.
65 Ginwtight, s. and James, T. (2002). •From Assets to Agents of Change:
Social Justice, Organizing. and Youth Development."
86 lblcl.
87 The term "self-efficacy" is defined as one's perceived capability to do a
specific task.
68 Lankin Gullan, R. and Mahoney, A. (December 2006). "Empowering
Youth to Change their World: Identifying Key Components of a Community
Service Program to Promote Positive Development," Journal of School ·
Psychology, Vol. 44, pp. 513-531, httPS://www.researchgate.net;publica-
tion/223170987 _Empowering_ Youth_to_Change_Their_World_ldentify-
ing_Key_Components_of _a_Community_Service_Program_to_Promote_
Positive_Devetopment.
89 P21: Partnership for 21st Century Learning, a Network of Battelle for
Kids. "Framewor1<. for 21st Century Learning; http://www.battelleforkids.
org/networks/p21jframeworks-resources.
JO Boys & Girls Clubs of America (2018}. Program Basics BWEprint: The
Definitive Program Resource for Boys & Girls Clubs.
71 Boys & Girls Clubs of America (2019). Youth Development Resource
catalog, https://www.bgca.neVPrograms/Pages/Program-Basics.aspx.
2020 NATIONAL OUTCOMES REPORT
72 Kruse, K. (April 2013)-"What is U!adership?" Forbes.com, htt9s://www.
forbes.com/sites/kevi.nkruse/2013/04/09/what-is-leadership/?sh~77e-
83b7e5b90.
JS Miech, R. A.; Johnston, L. D_; Bachman, J. G. et al. (2016). Monitoring
the Future: A Continuing Study of American Youth [Restricted-Use]. (Ann
Arbor, Mich.: lnter-llniversity Consortium for Political and Socia I Research
[distributor], 2017-12-21. https://doi.org/10.3886/ICPSR36948.v1. The
MTF questions provide a valuable comparison point for NYOI survey items.
In this report, BGCA used 2016 MTF data for eighth-, 10"'-and 12'"-grade
comparisons, the most current data available.
74 U.S. Department of Health and Hu man Services (2018). Physical Activity
Guidelines for Americans, second edition, https://health.gov/sites/de·
fau1Vfiles/2019-09/Physical_Activity_Guidelines_2ncJ_edition.pdf.
Js Jewett, R.; Sabiston, C. M.; Brunet, J. et al. {2014). "School Sport Par-
ticipation During Adolescence and Mental Health In Early Adulthood," The
Journal of Adolescent Health, Vol. 55, No. 5, PP-640-644_
J~ Carek, P. J.; Laibstain, S. E. and Carek, S. M. (2011)-•Exercise for the
Treatment of Depression and Anxiety,• International Journal of Psychiatry
in Medicine, Vol. 41, No. 1, pp. 15-28.
7 J Rasberry, C. N.; Lee, S. M.; Robin, L. et aL (2011). "The Association
Between School-Based Physical Activity, Including Physical Education, and
Academic Performance: A Systematic Review of the Literature,• Preventive
Medicine, Vol. 52, Supplement 1, pp. S10-20.
78 Dohle, S. and Wansink, B. (2010). "Fit in 50 Years: Participation in High
School Sports Best Predicts One's Physical Activity a~er Age 70," BMC
Public Health, Vol. 13, No. 1100_
711 U.S. Department of Health and Hu man Services (2018). Physical Activity
Guidelines for Americans, second edition.
80 Centers for Disease Control and Prevention (2020). 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data, https:/iwww.cdc.
gov/healthyyouth/data/y!bs/index.htm.
81 lbid-
82 U.S. Department of Health and Human Services, Office of Disease
Prevention and Health Promotion. "PA-8 Increase the proportion of children
and adolescents who do not exceed recommended limits for screefl time,•
https://www.healthypeople.gov/2020/topics-<ibjectives/topic/physical-ac-
tivity/objectives.
S$ SHAPE America (no date). ·1s It Physical Education or Physical Activity?,"
https://www.shapeamerica.org/publications/resources/teachingtools/
qualitype/pa_vs_pe.aspx.
84 Cope, E.; Bailey, R.; Parnell, D. and Kirk, B-{January 201B)-"What Young
Children Identify as the Olrtl:omes of Their Participation in Sport and Physi-
cal Activity," Health Behavfor and Policy Review, Vol. 5, No. 1, pp. 103-113.
•~ SoareS, J.; Antunes, H. and van den Tillaar, R. (January 2013). ·A Com-
parison between Boys and Girls about the Motives for the Participation In
School Sport,• Journal of Physical Education and Sport, Vol. 13, No. 3, pp.
303-307_
88 Staurowsky, E. J.; Watanabe, N.; Cooper, J. et al. (2020)_ Chasing Equity:
The Triumphs, Challenges, and Opportunities in Sports for Girls and Wom-
en (New York: Women's Sports Foundation), https://www.womenssports-
toundation.org/articles_and_reporVchasing-equity-the-triumphs-<:halleng.
es-and-opportunities-in-sports-for.girls-and-women/.
BOYS & GIRLS CLUBS OF AMERICA
87 The Aspen Institute Project Play 120191. State of Play 2019: Trends and
Developments, https://www.aspeninstitute.org/publicatlons/state-of-play-
2019-trends-and-developments/.
88 Ibid.
••Kahn, J.; Balley, R. and Jones, S. (2019). Coaching Socia/ & Emotions!
Skills in Youth Sports white paper, The Aspen Institute Project Play, https://
assels.aspeninstitute.org/contenVuploads/2019/02/coaching-social-
emotionat-skil ls-youth-sports-f eb-2019. pdf.
110 Boys & Girls Clubs of America (October 2019). Vap/ng Prevention Re-
source Guide, https://www.bgca.net;Programs/Pages/Substance-use-Pre-
vention.aspx.
9 ' Centers for Disease Control and Prevention (2020). 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data.
92 National Institute on Drug Use (December 2019). Monitoring the Future
Survey: High School and Youth Trends {Washington D.C.: U.S. Department
of Health and Human Services). https;//www.drugabuse.gov/publications/
drugfacts/monitoring-future-survey-high-school-youth-trends.
•• 1bid.
94 Ibid.
•~centers for Disease Control and Prevention (2020). 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data.
96 Natlonal Institute on Drug Use (December 2019). Monitoring the Future
SuNey; High School and Youth Trends.
97 Centers for Disease Control and Prevention (2020). 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data.
••Willett.I.; Bennett M.; Hair E. et al. (January 2019). "Recognition,
Use and Perceptions of JUUL Among Youth and Young Adults." Tobacco
Control, Vol. 28, Issue 1, pp. 115-116, https://pubmed.ncbi.nlm.nih.
gov/296697 49/.
99 U.S. Department of Health and Human Services (2016). E-Cigarette Use
Among Youth and Young Adults: A Report of the Surgeon General (Atlanta,
Ga.: U.S. Department of Health and Human Services), https://www.cdc.
gov/tobacoo/data_statistics/sgr/e-cigarettes/pdfs/2016_sgr_entire_re-
port_508.pdf.
100 National Institute on Drug Use (December 2019). Monitoring the Future
Survey: High School and Youth Trends.
1°' Centers for Disease Control and Prevention (2020). 2019 Youth Risk
BehaVior Surveillance System (YRBSS) results and data.
102 Substance Abuse and Mental Health Services Administration {August
2019). Key Substance Use and Mental Health Indicators in the United
States: Results from the 2018 National Survey on Drug Use and Health
(Rockville, Md.: Center for Behavioral Health Statistics and Quality),
llttps://www.samhsa.gov/data/sites/default/files/cbhsQ-reports/nsduhna-
lionalfindingsreport2018/nsduhnationalftndingsreport2018.pdf.
I03 Centers for Disease Control and Prevention (November 2019). 2019
Annual Surveilfance Report of Drug-Related Risks and Outcomes: United
States Surveill8nce Spe<;ial Report, https://vmw.cdc.gov/drugoverdose/
pdf/pubs/2019-cdo-drug-surveillance-report.pdf.
2020 NATIONAL OUTCOMES REPORT
104 Substance Abuse and Mental Health Services Administration (August
2019). Key Substance Use and Mental 1-fealth Indicators in the United
States: Results from the 2018 National Survey on Drug, Use and Health.
105 Centers for Disease Control and Prevention (November 2019). 2019
Annual Survelllance Report of Drug-Related Risks and Outcomes: United
States Survelllance Spec/at Report.
106 Wilson, N.; Karissa, M. and Seth, P. (March 2020) ... Drug and Opioid
Involved Overdose Deaths, United States: 2017-2018; Morbidity and
Mort81ity Weekly Report, Vol. 69. Issue 11, pp. 290-297. https://www.cdc.
gov/mmwr/volumes/69/wr/mmG911a4.htlT!.
1.07 National Institute on Drug Abuse {April 2020). Opioid Summaries by
States (Washington D.C.: National Institutes of Health; U.S. Department of
Health and Human Services), nttps://www.drugabuse.gov/drugs-abuse/
opioids/opioid-overdose-cnsis.
10a Substance Abuse and Mental Health Services Administration (August
2019). Key Substance Use and Mental Health lndicatDts in the United
States: Results from the 2018 National Survey on Drug Use and Health.
109 National Institute on Drug Abuse (April 2020). Opioid Summaries by
Slates.
uosubstanoe Abuse and Mental Health Services Administration {August
2019). Key Substance Use and Mental Health Indicators in the United
States: Results from the 2018 National Survey on Drug Use and Health.
111 Dirks, A. (January 2018). ·The Opioid Epidemic: Impact on Children and
Families." Journal of Psychiatry and Psychiatric Disorders, Vol. 2, Issue 1,
pp. 9-11, http://v.ww.fortunejournals.com/articles/the~pioid-epidemic-im
pact-on-chilclren-and-families.pdf.
112 Substance Abuse and Mental Health Services Administration (August
2019). Key Substance Use and Mental Health Indicators in the United
States: Results from the 2018 National Survey on Drug Use and Health.
m Centers for Disease Control and Prevention {2020). 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data.
11• Dir1<s, A. {January 2018}. "The Opioid Epidemic: Impact on Children and
Families." Journal of Psychiatry and Psychiatric Disorders.
115 Compton, W.; Jones, C.; Baldwin, G. et al. (2019). "Targeting Youth to
Prevent later Substanoe Use Disorder: An Underutilized Response to the
US Opioid Crisis; American Journal of Publlc Health, Supplement 3, Vol.
109, Issue S3, pp. S185-S189, https://ajph.aphapublications.org/doi/
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116 Dirks, A.; (January 2018). "The Opioid Epidemic: Impact on Children
and Families." Journal of Psychiatry and Psychiatric Disorders.
117 American Psychological Association {October 2018). Stress in America:
Generation Z. Stress in America™ Survey, https://www.apa.org/news/
press/releases/stress/2018/stress-gen-z.pdf.
118 Federal lnteragency Forum on Child and Family Statistics (September
2019). America's Children: Key National Indicators of We/I-Being (Wash-
ington, D.C.: U.S. Government Printing Office), https://www.childstats.gov/
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u. Bistko, R.; Holbrook, J.; Reem, G. et al. (2018). "Epidemiology and Im-
pact of Health Care Provider-Diagnosed Anxiefy and Depression Among US
Children," Journal of Developmental & Behavlora/ Pediatrics, Vol. 39, Issue
5, pp. 395-403, hnps://Journals .l ww.com/jrnldbp/ Abstract/2018/06000/
Epidemlology_and_lmpact_of_Health_Care.6.aspx.
uo Horowitz, J. and Graff, N. (February 2019). "Most U.S. Teens See
Anxiety and Depression as a Major Problem Among Their Peers,• https:,f/
www.pewsocialtrends.org/2019/02/20/most-u-s-teens-see-anxiety-and-
dep ressioo-as-a-major-problem-among-.their-peers/
ut Centers tor Disease Control and Prevention (2018). Youth Risk Behavior
Survey Data Summary and Trends Report 2007-2017 (Atlanta, Ga.: Divi-
sion of Adolescent and School Health, National Center for HIV/AIDS, Viral
Hepatitis, STD and TB Prevention), ht:tps://www.cdc.gov/healthyyouth/
data/yrbs/pdfjtrendsreport.pdf.
122 American Psychologlcal Association (October 2018). Stress In America:
Generation Z. Stress In America"' Survey.
123 Boys & Girts Clubs of America (October 2019). Annual National Key-
stone Teen Voice Survey: Internal Report.
'""4 Center for Promise (August 2016). Barriers to Wellness: Voices and
Views from Young People In Five Cit/es (Washington, D.C.: America's
Promise Alliance), https://gradnation.americasprornise.org/report/barri-
ers-wellness .
.!!i• Brody, G.; Man-Kit, L; Chae, D. et al. (2014). "Perceived Di scrimin ation
Among Afr( can American Adolescents and Allostatic Load: A Longitudinal
Analysis with Buffering Effects,• Chl/d Development. Vol. 85, Issue 3, pp.
989-1002, https:/ /www.ncbi.nlm.nih.gov/pmc/articles/PMC4019687 /
pclf/nihms-539009.pdf.
1:1e Leventhal, A.; Cho, J.; Andrabi, N. et al. (2018). "Asso ciation of Re port-
ed Coocem About lncreeslng Societal Discri mi nation With Adverse Behav-
ioral Health Outcomes In Late Adolescence,• Journal of American Medical
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journals/jamapediatrfcs,tfullartlcle/2696519.
1'27 English, D.; Lambert, S.; Tynes, B. et al. (2020). "Dally Multldlmenslonal
Racial otscriminatlon Among Black ·U.S. American Adolescents," Journal of
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128 The Harns Poll (June 2020}. Teen Mental Healtll (survey commis-
sioned by the National 4-H Councll), https:f/4-h.org/wp-contentjup·
loads/2020/06/ 4-H·Mental·Health-Report-6.1.20.FINAL pdf.
129 Centers for Disease Control and Prevention (2020}. 2019 Youth Risk
Behavior Surveillance System (YRBSS) results and data.
•Jo American PsychologJoal Association (October :2019}. "How to Help
Children and Teens Manage Their Stress," https:f/www.apa.org/topics/
children-teens-stress.
131 Boys & Gir1s Clubs of America (October 2018). Keystone Emotional
Wellness National Project Gulde (Atlanta, Ga.: Boys & Girls Clubs of Amer-
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MEMORANDUM
TO: Mayor Gabriel and Kenai City Council
THROUGH: Paul Ostrander, City Manager
FROM: Ryan Foster, Planning Director
DATE: May 12, 2022
SUBJECT: Ordinance 3287-2022 – Planning and Zoning Commission
Postponement of Consideration and Request for Additional Information
At their regular meeting on May 11, 2022, the Planning and Zoning Commission postponed
consideration of Ordinance 3287-2022, a conditional donation of City land to the Girls and Boys
Club. The Commission has requested additional information from the Boys and Girls Club,
specifically a request for concept drawings for the project. The consideration of Ordinance 3287-
2022 for the Commission’s recommendation to City Council has been rescheduled to May 25,
2022.
Thank you for your consideration.
MEMORANDUM
TO: Mayor Brian Gabriel and Kenai City Council
THROUGH: Paul Ostrander, City Manager
FROM: Ryan Foster, Planning Director
DATE: May 26, 2022
SUBJECT: Ordinance No. 3287-2022 – Request to include the recommendation of
the Planning and Zoning Commission
On May 25, 2022 the Planning and Zoning Commission reviewed Ordinance 3287-2022 and
recommended approval to City Council. This memorandum requests the following amendment to
Ordinance No. 3287-2022.
Move to add; WHEREAS, the Planning and Zoning Commission recommended approval of
the conditional land donation at their meeting on May 25, 2022; and
Thank you for your consideration.