By Dawn Bridges, Ed.D.
Students’ learning and achievement are shaped by what happens both inside and outside the classroom. Since the start of the COVID-19 pandemic, many children have faced prolonged social isolation, major disruptions to routines, and heightened emotional strain. Some families experienced additional hardships, including food insecurity, housing instability, and the loss of a parent or grandparent to COVID-19.
As students returned to classrooms, many continued to struggle with anxiety, depression, toxic stress, and trauma—conditions that can impair concentration, reduce academic performance, and increase disruptive behavior.
National reports and surveys have emphasized the scale of the problem. A 2022 trends report from the American Psychological Association described children’s mental health as a crisis that schools must address as pandemic-related pressures persist. In a 2021 survey by Ann & Robert H. Lurie Children’s Hospital of Chicago, 71 percent of U.S. parents said the pandemic had negatively affected their child’s mental health, with social isolation cited as the most harmful factor.
Addressing these needs requires schools and districts to dedicate time and resources to student well-being. High-quality before- and after-school enrichment programs and summer camps can extend learning time, provide safe environments for social-emotional growth, and offer equitable access when supported by federal funding such as the American Rescue Plan Act.
How extended day enrichment can help
Well-designed extended day enrichment—before school, after school, or during summer—gives students regular opportunities for positive social interaction and structured learning beyond the traditional school day. Research shows that purposeful socialization supports academic gains, improves behavior, strengthens peer and adult relationships, and enhances mental health. Participation in enrichment activities can reduce emotional distress, lower anxiety and behavioral problems, and improve students’ ability to manage stress and depression. Programs that intentionally promote social and mental wellness also foster more positive attitudes toward self, others, and school.
To realize these benefits, enrichment programs should intentionally support the whole child. Rather than relying solely on direct instruction, programs should create environments where social-emotional skills are practiced naturally through routines and interactions. Effective programs embed opportunities for students to develop core competencies—such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—and include consistent social supports that help children build positive self-identity and peer connections.
When districts already have mental health or social-emotional initiatives, extended learning programs should align with and reinforce that work. After-school and summer programs should provide structured, intentional practice of the character traits and competencies district leaders prioritize, helping students transfer skills learned during the school day into real-world contexts.
Evaluating the quality of extended learning opportunities
Whether a district develops its own program or partners with an external provider, use these evaluation questions to choose programs that meet students’ social-emotional and mental health needs.
Does the program …
- Provide a strong focus on student mental health and train staff in trauma-informed practices?
- Use a curriculum aligned with social-emotional learning and mental health competencies?
- Support character development with clearly defined traits and measurable outcomes?
- Include activities that strengthen positive self-identity and resilience?
- Create consistent opportunities for students to form and maintain supportive relationships?
- Offer chances for students to set, pursue, and celebrate personal and shared goals?
- Help students cultivate curiosity, empathy, integrity, and perseverance?
- Support community engagement and service consistent with district priorities?
- Align with the school or district’s existing initiatives and goals?
Planning for the future
The social isolation and trauma many students experienced during the pandemic have increased the urgency for social and mental health supports. As districts plan for summer offerings and upcoming school years, enrichment programs provide a practical, evidence-informed approach to rebuilding students’ social-emotional skills, restoring confidence, and strengthening their sense of belonging in school communities.
Federal ESSER (Elementary and Secondary School Emergency Relief) funds and American Rescue Plan allocations can help districts expand access to after-school and summer enrichment—particularly for low-income and at-risk students—and reduce barriers to participation. These programs also offer valuable support for working families who need reliable care and engaging learning environments outside regular school hours.
By investing in extended learning opportunities that intentionally center student mental health and social-emotional learning, districts can help students recover from pandemic-related setbacks, develop coping skills, and build the foundation they need to thrive academically and personally.
About the author
Dr. Dawn Bridges has dedicated her career to ensuring that all students receive the supports they need to succeed both in school and beyond. As Vice President of Educational Affairs for Right At School, she partners with educators and administrators to strengthen before-, during-, and after-school programming. With more than 25 years in education and professional learning—as a teacher, reading specialist, special education coordinator, principal, and assistant superintendent for curriculum and instruction—Dr. Bridges also leads social-emotional learning initiatives for district leaders through the AASA, The School Superintendents Association.
This article was originally published by The Learning Counsel, a research institute and news media organization focused on the transition to digital curriculum in education.