After School for Cindy Commentary by Cathy Duffy
Cathy Duffy, CEO of Girls Inc., New Hampshire
Note: this commentary was originally published in 2005 by Harvard Family Research Project.
Cindy’s mother and school staff both want a quality after school experience for Cindy — whether with her mother or in an after school program. My own experiences leading a statewide Girls Inc., with a staff of 52 and over 12,000 youth age 6–18 served, suggests that a quality after school program could give Cindy self-confidence and long lasting friendships, eliminating her need to get attention from strangers. But Cindy’s teacher, school counselor, and principal also must consider Marla’s situation and desire to spend time with her daughter.
First, Cindy’s teacher Nikki needs to understand how best to communicate with Marla in order to place Cindy in a proper after school program. So many of our parents feel that school administrators are judging them and do not understand that as single moms they are exhausted from the daily struggles and find it almost impossible to fill out paperwork, attend school events, or even take the time to talk to the teacher. Many parents have confessed that they have school phobia due to their own bad experiences at school. One mother told us that her heart would sink whenever the school called. Teachers and schools can make it easier for parents to attend support groups by providing child care, dinner, and transportation, as well as the opportunity to share concerns and socialize hassle free.
Second, Cindy’s school counselor Shellie needs to identify a program that is both affordable and accessible. While she seems very knowledgeable about her community resources, she may not know that most programs offer scholarships. Ninety percent of youth in center-based programs at Girls Inc. in New Hampshire receive scholarships. Transportation is more challenging. Most after school programs provide busing from school to their center, but getting a ride home can be difficult. Parent carpools, public transportation, and Center vans are some solutions. Locating programs in a Housing Authority Development can make walking an easy option. Cindy’s school principal, who seems very committed to his students, may want to start an after school program in his building.
Third, community partnerships between agencies can remove obstacles to participation in after school programs. In Girls Inc., teen mentors from Big Brothers Big Sisters keep girls enthusiastic about coming to the after school program, the Girl Scouts hold meetings in our building and in return waive dues and provide uniforms for our girls, and transportation is sometimes shared with other providers, such as the Army National Guard Counter Drug Task Force.
Finally, Marla could enjoy quality time with Cindy if she discovers her new job allows more time. In many after school programs, parents are welcome to attend. Many programs designed for girls may interest parents as well. For example, corporations have joined our efforts to provide programs that teach girls woodworking, automobile maintenance, and money management skills to name a few. Parent volunteers sharing their talents also make great instructors.
Communicating sensitively with Marla, identifying accessible and affordable after school programming, and providing the opportunity for Marla to participate in after school activities with Cindy, would meet Marla’s desire for time with her daughter, and provide Cindy with a beneficial after school experience.
