(PS3-66) Advancing Mental Health Equity Through Out-of-school Time Programming at the Boys and Girls Club

Abstract Text: An estimated 1 in 5 U.S. children ages 3–17 has a mental, emotional, behavioral, or developmental disorder. Furthermore, 42% of high school respondents to the national 2021 Youth Risk Behavior Survey reported feeling persistent sadness or hopelessness. Greater rates were observed among those who identify as female (57%), Hispanic (46%), multiracial (49%), and LGBQ+ (69%) (Centers for Disease Control, 2021). Out-of-School Time (OST) has been a growing focus for its central role in improving academic achievement, school suspension and absence rates, and skills related to emotional regulation and socialization (Cross et al.; 2016; Kang-Yi et al., 2018; Lauer et al., 2016). This highlights the need for further mental health interventions via OST programming. The current study will review the process of designing and building a mental health wellness initiative at a Boys & Girls Club as well as provide some outcome data from the first year of program implementation.

In July 2023, The Boys & Girls Club of Harrisonburg & Rockingham County (BGCHR) in Virginia received a grant to address mental health disparities. BGCHR serves youth ages 5 to 18, with a significant portion coming from low-income and racially marginalized groups. Last year over 379 City youth attended BGCHR.

BGCHR’s initiative, launched in June 2024. At a systems level, BGCHR spent time reviewing and adjusting current policies and procedures to identify areas that may be creating barriers to equitable care. This review resulted in the integration of restorative justice approaches to disciplinary actions. BGCHR also hired a Mental Health Advocate who provides case management services to families and staff consultation, including support for incorporating trauma-informed principles into practice. The Mental Health Advocate also provides weekly group social-emotional programming at the clubs. Finally, the clubs began a formal partnership with local schools to provide targeted training for both club and student support staff.

We will describe the process of designing and evaluating this program at BGCHR, while discussing facilitators and barriers in implementation. We will also provide lessons learned and recommendations for other OST programs, and future directions of the program which include incorporating on-site individual therapeutic services. Other results will include connections to services, disciplinary referrals, and youth outcomes in social-emotional literacy, stigma for seeking support, prosocial behavior, and overall wellbeing. The presentation will benefit providers looking for a model to design and evaluate an OST mental health program that addresses inequities in mental health services.