Environmental Scan of After-School Programs in the Northwest Territories

Transcription

1 Environmental Scan of After- Programs in the Northwest Territories October 2011 Prepared by Lutra Associates Ltd. for the NWT Recreation and Parks Association

2 Table of Contents Executive Summary Introduction Approach and Methodology Funding for After- Programs in the NWT Elements of Quality After- Programs Aged Children in the NWT Findings from the Environmental Scan Profile of After- Programs Partnerships Program Strengths and Challenges After- Program Needs Not Being Met Opportunities for NWTRPA Appendix A: After- Program Questionnaire Appendix B: After- Program Activities by Community and Organization

3 Executive Summary Quality after-school programs have the potential to enhance the health and well-being and positive development of children and youth in the NWT. The NWT Recreation and Parks Association (NWTRPA) commissioned the Environmental Scan of After- Programs in the Northwest Territories (Environmental Scan) to determine: 1. The nature of after-school programming in place in NWT communities, including populations served, activities, benefits, program duration, and expected program life. 2. After-school program needs that are not addressed in current programming or elsewhere in the community. 3. Opportunities for NWTRPA or others to address unmet needs for after-school programming. The Environmental Scan engaged over 100 organizations in virtually every community in the NWT 67 completed questionnaires and 41 responded to say that they do not deliver after-school programs. Profile of After- Programs The 67 organizations that deliver after-school programs offer a total of 142 programs. s are the primary deliverers of after-school programs. Community governments, friendship and youth centres, and other non-government organizations also deliver after-school programs. Organizations partner with a variety of groups to deliver their programs. Partnerships offer access to facilities, funding and other resources, human resources, and other knowledge/expertise. Most after-school programs target both genders and serve an average of 53 children and youth. Approximately one-third (35%) of programs commenced between 2009 and 2011, this time-frame coincides with the availability of afterschool funding from the Government of the Northwest Territories. After- Program Activities, Location and Leaders Just over two-thirds (67%) of after-school programs offer primarily structured programming while 32% are a combination of programmed time and unstructured playtime. Most programs (71%) include physical activities and 42% provide healthy snacks. Close to three-quarters (72%) of programs are delivered in schools. Other locations include recreation centres, outside, and youth centres. The majority (92%) of programs are led by paid staff. Approximately one-third (34%) of programs also engage volunteers and 9% have parental involvement. More qualified, responsible staff and parent involvement would help us deliver programs more effectively. After- Funding Organizations use a variety of territorial, federal and local funding to support after-school programs. Only one, the Government of the Northwest Territories, Active After- Physical Activity funding (Active After-) specifically targets the after-school period. Most afterschool program budgets are not large 50% are below $10,000 and 25% are in the $10,000 to $19,000 range. Budgets pay for equipment and supplies, staff, and snacks. After- Program Needs Organizations delivering after-school programs indicated that program leaders (paid and volunteer), stable funding, and youth-centered activities contributes towards successful programs. They further indicated that a lack of adequate/stable funding, high program costs, and a lack of suitable equipment and qualified program leaders challenges after-school programs. Specifically, organizations delivering after-school programs indicated that the following would strengthen existing programs: Enhanced human capacity (e.g., staff training, qualified and stable staff, and/or more volunteer/ parental involvement); Adequate, stable funding; Improved facilities and/or better equipment; and Expanded/more variety in program activities. Compared to schools, other organizations that deliver after-school programs identified a higher need for training. Organizations were divided in their opinion of whether existing after-school programs are meeting the needs of children and youth in their communities. Just over half (55%) feel that programs are not meeting existing needs. They identified a lack of child/youth engagement, lack of variety in program activities, lack of human capacity, and a lack of resources as factors that support this assertion. More programs for older and inactive youth and a wider variety of programs, including programs in the performing, physical and visual arts, programs that develop youth, academic/homework programs, and sports programs are needed. 1

4 Recommendations The following recommendations to the NWTRPA respond to challenges, needs, and opportunities identified by the Environmental Scan. 1. Communicate findings of the Environmental Scan to organizations delivering after-school programs, communities, recreation professionals, funders, and other government and non-government organizations. 2. Develop/sustain partnerships with key stakeholders to respond to Environmental Scan recommendations and support the delivery of quality after-school programs. Key stakeholders could include, organizations delivering after-school programs, communities, recreation professionals, funders, and other government and nongovernment organizations. 3. Facilitate the delivery of community-based training workshops to develop the skills and knowledge of after-school program leaders/volunteers. Workshops should focus on leaders/volunteers of programs delivered by non-school organizations. Training topics could include: first aid, behaviour management, child development training, fund raising, coaching, leadership, and mentorship. 4. Raise awareness of opportunities and positive impacts of community-based volunteering and mentoring. 5. Facilitate the delivery of workshops that use a community development approach to the design and delivery of innovative and quality after-school programs that meet the needs of youth. 6. Advocate for adequate, sustained funding to support quality after-school programming in the NWT. 7. Advocate for improvements to recreational facilities and equipment. We are doing well with what we ve got but we are still limited in what we can offer. Highlights and Opportunities, Key Elements of Quality After- Programs Quality after-school programs have the following key elements: Skilled, qualified and caring staff, Focused, appropriate, and sustained programming that builds skills, and positive peer-to-peer and adult relationships, Good community partnerships/connections (e.g., with families and other adults, schools and other organizations), and Adequate, sustained funding. 2

5 1. Introduction The time after-school - between 3:00 pm and 6:00 pm - provides an opportunity for organizations to engage school-aged children and youth in meaningful, supervised activities. Quality after-school programs are proven to have positive impacts on the health and well-being, and emotional, social and academic development of children and youth. Quality after-school programs: build self-confidence, self-esteem, and feelings of belonging; develop skills such as communication, teamwork and problem solving; create opportunities for youth to build positive support networks and relationships with peers and role models; have a positive impact on school attendance and academic achievements; contribute to healthy lifestyles, for example healthy eating and active living; and reduce criminal activity and other unhealthy, risky behaviours. 1 In the NWT, poor socio-economic conditions, unhealthy home and community environments, and high-risk unhealthy behaviours that place children and youth at-risk, present a compelling argument for quality afterschool programs. The NWT Recreation and Parks Association (NWTRPA) is a non-profit organization, established in The mission of the NWTRPA is to increase public awareness of recreation and parks and to enhance the quality of life of residents in the NWT by promoting and supporting the development of recreation parks services and leadership throughout the North. 2 To fulfill their mission, the NWTRPA has a history of working with NWT communities, volunteers in recreation, and recreation professionals to provide leadership, supports and services. The NWTRPA is cognizant that after-school programs have the potential to enhance the quality of life of children and youth in the NWT. The NWTRPA is interested in understanding the after-school program environment including opportunities for organizations (including the NWTRPA) to support and enhance the impact of these programs and/or meet unmet demand for after-school programs. 1 Saskatchewan Parks and Recreation Association. After- Recreation Benefits Fact Sheet. aspx?dn=1c5bf690-4d67-433a-bb36-d09df6e5dd31 2 Source: NWTRPA website, 2. Approach and Methodology 2.1 Approach and Methodology The NWTRPA contracted with Lutra Associates Ltd. of Yellowknife to conduct an Environmental Scan of After- Programs in the Northwest Territories. The Scan was designed to collect information for a profile of afterschool programs. The approach and methodology was shaped by a number of factors including the objectives of the Scan, a limited time-frame, and limited resources. Objectives of the Environmental Scan were to determine: 1. The nature of after-school programming in place in NWT communities, including populations served, activities, benefits, program duration, and expected program life. 2. After-school program needs that are not addressed in current programming or elsewhere in the community (e.g., recreation/leisure activities, organized sport, academic study/homework, cultural/language classroom activities). 3. Opportunities for NWTRPA or others to address unmet needs for after-school programming. Lutra relied mainly on quantitative methods, specifically a structured, self-administered questionnaire, to address the objectives of the Scan. A draft questionnaire was developed and reviewed by the NWTRPA prior to testing with two organizations in Yellowknife and one in Fort Good Hope. Based on test results some questions were added or modified. For example, an open ended question allowed respondents to add additional information about their after-school program(s); a number rating was added to assess factors that challenge and contribute to the success of programs; and questions on staff/ leader training needs and how organizations partner were added. (A copy of the questionnaire is included in Appendix A.) The sample of organizations to be included in the Scan was constructed from a list of 92 schools, recreation coordinators, youth centres and other organizations maintained by the NWTRPA. This list was expanded to 148 through desk and Internet research. The final contact list includes schools, libraries, friendship centres, youth groups/centres, recreation offices, Aboriginal organizations, and community government offices. Between May 9th and 14th 2011, the questionnaire and a cover page was ed or faxed to organizations. The cover page described the intent of the Environmental Scan and approximate time it would take to complete the questionnaire (20 minutes). It also included contact information for the NWTRPA and Lutra Associates Ltd. Recipients were encouraged to contact the NWTRPA or Lutra Associates with questions about the Scan and Lutra Associates for help completing the questionnaire. 3

6 Follow-up telephone calls were made to organizations who had not responded within 14 days of the initial mail out. Callers from Lutra Associates introduced the Environmental Scan, encouraged participation, and offered to complete the questionnaire by telephone. Approximately 40 questionnaires were resent to organizations that had not received the original questionnaire. Ongoing contact, to a maximum of six calls, continued with organizations to encourage their participation. Completed questionnaires were entered and compiled using the Statistical Package for the Social Sciences (SPSS). After data entry, computer assisted edits were conducted to check data entry errors and logical response inconsistencies. Survey results are reported as aggregated data. Where differences exist, data are also presented disaggregated by schools, and all other organizations. 2.2 Response The Environmental Scan was successful in engaging organizations in virtually all communities in the NWT. 3 (Table 1) Of the 148 organizations targeted for inclusion in the Scan, 73% participated - 67 completed questionnaires 4 and 41 responded to say that they do not deliver after-school programs. Eighty percent (80%) of NWT schools participated in the Scan 38 completed questionnaires and two indicated that they do not offer after-school programs. 3 The communities of Kakisa, Sachs Harbour, and Gameti are not represented in the Environmental Scan. 4 In two cases, more than one questionnaire was received from an organization. For example, organizers of after-school program at Weledeh Catholic completed a total of four questionnaires while two questionnaires were received from the Town of Fort Smith one from the recreation department and one from the after-school care program. In other cases, one organization responded on behalf another organization. For example, questionnaires were sent to the Recreation Coordinator, Hamlet of Aklavik and the Coordinator, Aklavik Youth Centre. The Hamlet, who manages both, responded with one questionnaire. 4

7 Table 1 Organizations Delivering After- Programs, By Community COMMUNITY Aklavik Behchoko Colville Lake Deline ORGANIZATION Aklavik Recreation Committee Moose Kerr Elizabeth Mackenzie Elementary Rae-Edzo Friendship Centre Chief Jimmy Bruneau Colville Lake Charter Community of Deline COMMUNITY Jean Marie River Lutsel K e Nahanni Butte Ndilo Norman Wells Paulatuk ORGANIZATION Louie Norwegian Lutsel K e Dene Charles Yohin K alemi Dene Chekoa Program (Ndilo Youth Centre) Town of Norman Wells Mackenzie Mountain Angik Æehtsoe Ayha Trout Lake Charles Tetcho Dettah Enterprise Fort Good Hope Fort Liard Fort McPherson Fort Providence Fort Resolution Fort Simpson Fort Smith Hay River Dettah Youth Center Enterprise Settlement Council Recreation Department Chief T Selehye Hamlet of Fort Liard Echo Dene Tetlit Gwich in Council Chief Julius Fort McPherson Basketball Club Deh Gah Deninoo Hamlet of Fort Resolution Deh Cho Friendship Centre Thomas Simpson Secondary Village of Fort Simpson Bompass Elementary Town of Fort Smith JBT Elementary Growing Together NWT Centennial Library Diamond Jenness Secondary Hay River Curling Club Ecole Boreale Princess Alexandra Tsiigehtchic Tuktoyaktuk Tulita Ulukhaktok Wekweeti Wha Ti Wrigley Yellowknife Tsiigehtchic Charter Community Chief Paul Niditchie Mangilaluk Tuktoyaktuk Youth Centre Fort Norman Metis Land and Financial Corp Helen Kalvak Elihakvik Recreation and Sports Dept Alexis Arrowmaker Mezi Community Community Government of Wha Ti Chief Julien Yendo Side Door Weledeh Drumming YWCA Yellowknife Ecole St. Joseph Weledeh Catholic Yellowknife Montessori Kaw Tay Whee N. J. McPherson Centre for Northern Families Ecole St. Patrick s High Ecole Sir John Franklin High Ecole J. H. Sissons Inuvik Sir Alexander Mackenzie Inuvik Centennial Library Ingamo Hall Friendship Centre 5

8 2.3 Limitations of the Environmental Scan Challenges were encountered engaging some youth centres and schools in the Environmental Scan: Youth centres can operate sporadically, based on available funding. Many youth centres are also managed by another community-based organization and connections between the two organizations are not often clear. Researchers faced some challenges identifying and connecting with these sponsor organizations. The timing of the Environmental Scan and the fact that schools are asked to participate in numerous other consultative processes/surveys challenged the engagement of some schools. May/June is a very busy time, some schools in the Beaufort-Delta Region close prior to the end of May; schools throughout the NWT are preparing for and attend the NWT Track and Field Championships at the end of May; and high schools are planning for and staging graduation ceremonies and final exams in May and June. Many schools expressed concern with the time required to enumerate their after-school programs. For example, most schools in the NWT offer after-school sports-related activities throughout the year, beginning with volleyball in the fall and culminating with track and field in the spring. To decrease the reporting burden, these schools were encouraged to combine similar activities under the general heading of sports, arts/drama/music, leadership, etc. This approach was not taken by all schools. Chapters 1 and 4 discuss the positive impacts of successful after-school programs and the elements required for successful programming. Environmental Scan results help us understand the strengths and challenges associated with after-school programs in the NWT. The Scan did not, however, allow for a careful examination of programs to determine whether the necessary elements of quality programming are in place and the positive impacts these programs are having on the health and well-being and development of children and youth. 3. Funding for After- Programs in the NWT A myriad of territorial, federal and local funding initiatives have the potential to support after-school programs in the NWT. Only one, the Government of the Northwest Territories (GNWT), Department of Municipal and Community Affairs (MACA) Active After- Physical Activity funding (Active After-) specifically targets the after-school period. Active After-, commenced as a pilot project in 2009, and is part of the GNWT s Healthy Choices Framework, a cross-departmental initiative that is designed to promote healthy and active lifestyle choices. This initiative includes the Departments of Health and Social Services; Education, Culture, and Employment; Justice; Transportation; and MACA. Until March 2011, Active After- was administered and co-managed by NWT Sport and Recreation Council through an agreement with MACA. NWT schools and community organizations that work in partnership with schools are eligible for funding. Short-term goals of Active After- are to: Increase the opportunity for all school aged children and youth to be active outside of curriculum Physical Education classes. Increase the quality and variety of active opportunities for children and youth. Engage currently inactive or underactive children and youth. Provide youth leadership opportunities in an active setting. Long-term goals are to: Show children and youth that physical activity is fun. Create an expectation of after-school physical activity: it will not just be the norm but unquestioned. Integrate physical activity into part of everyday life for children and youth of the NWT. Lead children and youth to adopt a physically active lifestyle and assist them in becoming physically active adults. Guide children and youth towards making choices that will keep them physically active in the future and committed to building a cycle of physical activity in their communities. Develop examples of effective, sustainable and appealing after-school activity models that could be adopted in other communities. 6

9 Help NWT children and youth reach recommended physical activity levels in accordance with the Canadian Physical Activity Guidelines. These guidelines state that children aged 1 to 5 years should accumulate at least 2 hours of physical activity every day through games, transportation and recreation. Children and youth aged 6 to 14 years should add 90 minutes of physical activity to their day. 60 of these minutes should be moderate physical activity and 30 should be vigorous physical activity. This is roughly 16,500 steps per day. 5 Criteria for Active After- funding is as follows: Participants are active a minimum of 40 out of every 60 minutes. Primarily targets currently inactive or underactive children and youth. Takes place in the after-school time period and ending by or before 6pm. Targets school-aged children and youth: 5-19yrs. Can be indoors, outdoors or a combination of both. Activities are inclusive; all children and youth can participate regardless of experience and/or proficiency at physical activity. Engages and trains youth in positions of leadership and responsibility If snacks are served, they must be healthy. 6 In 2009/10, a total of $190,304 was provided to 18 organizations and in 2010/11, a total of $602,451 was awarded to 56 organizations representing all communities in the NWT except Kakisa and Enterprise. 7 5 NWT Sport and Recreation Council Active After- Funding Guidelines. requests_for_proposals/ _applicationguidelines.pdf 6 Ibid. 7 Northwest Territories Sport and Recreation Council. Active After- Fund Year 2 Pilot Project, Interim Report November 2010; Active After- Fund Pilot Project, December 2009 March BC Recreation and Parks Association. No Date. Addressing the After- Hours An Environmental Scan of After- Programming Outside of Licensed Childcare for Children Aged 6 to 12 in BC. documents/addressing_after Report.pdf 9 Guyn Cooper Research Associates Ltd. October 7, Teenzone After- Hours Demonstration Project. Final Evaluation Report sites/default/files/teenzone_report.pdf 4. Elements of Quality After- Programs A multitude of research supports the assertion that children and youth need varied opportunities, experiences, and supports to make developmental and learning gains. Quality after-school programs have a number key elements that contribute to their success. Some of the research describing the elements of quality after-school programs is described below: An environmental scan of after-school programs conducted in British Columbia identified key components of quality after-school programs. These programs: Are safe, accessible, and affordable, Are intentional, appropriately structured, and developmentally appropriate, Offer opportunities for skill-building and mastery, support positive peer relations, and provide opportunities for physical activity, Are supported by caring, trained and qualified staff, and Encourage connection to community, including family and school. 8 An evaluation of an after-school program in Calgary found effective, quality programs need to incorporate evidence-based skill training approaches and follow SAFE principles of: Sequenced Follow a sequenced set of activities designed to achieve skill development objectives, Active Use active forms of learning to help youth development skills, Focused Program components need to focus on developing personal or social skills, and Explicit They target specific personal or social skills. Others factors include: program space, safety, and physical accessibility; staffing and supervision; program type and design; program partnerships/collaboration; frequency of program delivery; and sustained exposure (e.g., over a number of years). 9 A study of youth in Yellowknife, Dettah and N dilo and the programs and services required for healthy youth engagement and successful transitions identified the following elements of successful programming: Individualized, integrated and multi-faceted approaches that treat the person and his/her situation holistically. 7

10 Community-based programs that recognize that the growth and well-being of youth, families and communities are interconnected and built on a shared vision of the circumstances and factors youth need to become healthy adults. Approaches that focus on the strengths and talents of youth and support their development across all domains intellectual, physical, social, emotional and spiritual. Stable and credible organizations and leaders who are committed and can focus on the big picture. Youth workers who have a range of skills and can connect with youth to build strong, trusting relationships. Accessible, inviting and supportive environments which are non-threatening to adults. Long-term financial support, flexible reporting and administrative requirements, and buy-in from sponsoring organizations and the community. 10 Finally, research conducted in Alberta identified the following best practices in after-school programming: Caring, committed adults, Qualified, well-paid stable staff, Age appropriate activities for children and youth, Community engagement, Affordable and accessible programs, and Supportive infrastructure such as public policy and sustained funding, programs that enhance, rather than duplicate other successful programs, and strong partnerships and networks Aged Children in the NWT In 2010, approximately 21% of the population of the NWT were estimated to be school-aged, that is, between the ages of five and 18 years of age. Between 2001 and 2010 the number of school-aged children and youth in the NWT decreased from 10,067 to 8,975. Virtually all of these children and youth attend school. In 2010/11, there were 8,579 students enrolled in kindergarten to grade Approximately 65% of students in the NWT attend schools in Yellowknife, Fort Smith, Hay River or Inuvik, and the remaining 35% in schools in other NWT communities. 13 In 2007/08, 64% of students in NWT schools were of Aboriginal descent. Dene students made up 41% of the student population; Inuit, 15%; and Metis students, 8%. 14 During the three year period between 2007/08 and 2009/10, students in the NWT attended school an average of 86% of the time. This means that, on average, students missed 26 days during the 185-day school year. Attendance was highest in Yellowknife and lowest in smaller NWT communities. During this period, a student in a smaller NWT community missed approximately one out of five days of school, while a student in Yellowknife missed approximately one out of ten (10) days of school. 15 The number of students graduating from NWT schools is increasing. In 2008/09, the graduate rate 16 was 53.2% compared to 43.7% in 2002/03. The graduation rate 16 in the NWT remains lower than the national rate of 69.4% (2006/07). Ethnicity is a factor. In 2008/09 the graduation rate for students of Aboriginal descent was 43.8% compared to 69.2% for non-aboriginal students. 8 Highlights and Opportunities, Key Elements of Quality After- Programs Quality after-school programs have the following key elements: Skilled, qualified and caring staff, Focused, appropriate, and sustained programming that builds skills, and positive peer-to-peer and adult relationships, Good community partnerships/connections (e.g., with families and other adults, schools and other organizations), and Adequate, sustained funding. 10 Sandy Auchterlonie Yellowknife Youth Study Programs that Work for Youth. Yellowknife: Lutra Associates Ltd. 11 Alberta Recreation and Parks Association After- Recreation Initiatives Final Report Edmonton: Alberta Recreation and Parks Association 12 NWT Bureau of Statistics. March Statistics Quarterly. sqmar2011.pdf 13 NWT Bureau of Statistics NWT Socio-Economic Scan 14 Northwest Territories, Education, Culture and Employment. November Towards Excellence A Report on Education in the NWT. Yellowknife: Government of the Northwest Territories 15 Northwest Territories, Education, Culture and Employment. Unpublished. 16 The graduate rate in the number or graduates in a given calendar year, divided by the number of individuals, 18 years of age in the population.

11 A decade or more of research focused on youth in the NWT has consistently reported that life successes are influenced by factors originating in the home, community, and school environments. The home and family are the basis of child health, safety, and security. Youth who have positive home relationships have confidence, live healthier lives, and make good decisions. Conversely, unrealistic expectations, lack of guidance/direction, poverty, addictions, violence and other problems within the home, and limited engagement in activities are factors that place youth at-risk of negative outcomes. Conditions in NWT families and communities described in several GNWT documents indicate that many NWT families are affected by conditions that place youth at-risk. A cursory overview of key socio-economic statistics supports this assertion. For example, in: 2008, 17% of families earned $30,000 or less , 21.4% of families were headed by a lone parent compared to 15.9% in Canada , 19% of households were in core housing need , the violent crime rate in the NWT (85.9 per 1,000 persons) was more than six times the rate of 13.1 for Canada , 66 children per 1,000 population were involved in substantiated maltreatment investigations by child welfare workers. Neglect, exposure to domestic abuse, and physical abuse were the most common categories of substantiated maltreatment , 43% of residents surveyed said they typically consume five or more drinks on one occasion. This is an increase from 34% since (In Canada, 22.6% of the population 12 years of age and older reported that they were heavy drinkers.) , cost of living differentials, where Edmonton = 100, ranged from a low of 115 to 120 in Yellowknife to a high of 175 to 180 in Paulatuk, Sachs Harbour, and Ulukhaktok. 24 Relationships with peers influence the circumstances of youth. Peers influence participation in sports, art, and other activities; decisions to use substances or engage in other risky behaviours; and attitudes about themselves and others. Compared to their peers in the rest of Canada, youth in the NWT are more likely to use tobacco, alcohol and drugs; contract sexually transmitted infections; and engage in criminal activity. Like their peers in the rest of Canada, most children and youth in the NWT do not engage in physical activity at a level needed to maintain health and a healthy body weight. Between 2007 and 2009, children and youth (between the ages of 5 and 19) in the NWT took an average of 11,700 steps daily, which means that: 85% of children and youth in the NWT did not meet Canada s Physical Activity Guide for children and youth, which sets a goal that children add 90 minutes of moderate-to-vigorous activity daily (or approximately 16,500 steps). 79% of children and youth did not meet physical activity guidelines required for health of 120 to 150 minutes of moderate-to-vigorous activity (or approximately 15,000 steps). 70% of children and youth in the NWT did not meet physical activity guidelines associated with a healthy body mass index (BMI) among 6 to 12 year-olds (12,000 steps daily for girls and 15,000 steps daily for boys). 25 Information on the weight of children and youth in the NWT are not readily available however these data are likely similar to Canadian data. In 2004, just over one-quarter (26%) of Canadian children and adolescents aged 2 to 17 were overweight or obese. Increases in overweight and obesity rates among adolescents aged 12 to 17 in the 25 years prior to the survey were notable NWT Bureau of Statistics 18 Ibid. 19 Ibid. Note: A household is considered to be in core need if it experiences a housing problem (suitability, adequacy, or affordability) or a combination of housing problems and the total household income is below the Community Core Need Income Threshold. The core need income threshold is an income limit for each community that represents the amount of income a household must have to be able to afford the cost of owning and operating a home or renting in the private market without government assistance. 20 NWT Bureau of Statistics Socio-Economic Scan 21 Bruce MacLaurin, Nico Trocmé, Barbara Fallon, Lisa Pitman, Megan McCormack Northwest Territories incidence study of reported child abuse and neglect, NWTIS-2003: Major Findings. Calgary: University of Calgary children_and_youth/2006/english/nwt_incidence_study_of_ reported_child_abuse_and_neglect.pdf 22 NWT Health and Social Services. December NWT Addictions Report Prevalence of alcohol, illicit drug, tobacco use and gambling in the Northwest Territories nt.ca/pdf/reports/mental_health_and_addictions/2010/english/ nwt_addictions_report.pdf 23 NWT Bureau of Statistics Socio-Economic Scan. 24 NWT Bureau of Statistics Socio-Economic Scan. 25 Canadian Fitness & Lifestyle Research Institute Bulletin 1.12: Physical activity levels of children and youth in Northwest Territories. CANPLAY%202009%20NWT.pdf 26 Margot Shields Nutrition: Findings from the Canadian Community Health Survey Issue No. 1 Overweight Canadian children and adolescents. 9

12 Highlights and Opportunities, Profile of Children and Youth in the NWT Many youth in the NWT: Do not attend school regularly and/or graduate from high school. Live in environments that place them at-risk of negative outcomes. Engage in high-risk, unhealthy activities. Do not engage in physical activity at a level needed to maintain health and a healthy body weight. 6. Findings from the Environmental Scan 6.1 Profile of After- Programs The 67 organizations that deliver after-school programs, offer a total of 142 programs. (See Appendix B for a list of after-school programs by community and organization.) s are the most common providers of afterschool programs in the NWT, followed by community governments, friendship and youth centres, and other non-government organizations such as community-based service agencies, libraries, and community-based sports organizations. (Figure 1) Approximately 20% of programs have been evaluated. Figure 1: Organizations Delivering After- Programs by Type of Organization 57% Other Non-Government Organization 13% Community Government 20% After-school programs serve an average of 53 (n=128) children and youth. Programs that serve children/youth: 6 to 9 years of age, serve an average of 29 children (n=46); 10 to 13 years of age, serve an average of 25 children (n=58); 14 years of age and older, serve an average of 39 youth (n=45). Most after-school programs target both genders and serve close to an equal number of boys and girls. As illustrated in Table 2, 64% of programs that serve girls and 66% of programs that serve boys, serve close to an equal number of boys and girls (50% to 74%). A small percentage of programs target girls, for example, in 18% of programs that serve girls, girls make up 75% to 100% of participants. Table 2: Boys and Girls Attending Programs by Percent Programs that Serve Girls Percent of Participants Who are Girls Percent of After- Programs Programs that Serve Boys Percent of Participants Who are Boys Percent of After- Programs 0-24% 8% 0-24% 7% 25-49% 10% 25-49% 19% 50-74% 64% 50-74% 66% % 18% % 7% 100% 100% n = 129 (Girls) and 121 (Boys) Just over one-third of after-school programs began operating within the past two years. These start-up dates coincide with the availability of after-school funding from MACA. Organizers of 37% of programs were unaware of their program s start date. Long-running programs, i.e., that commenced between 1971 and 2000 are most often run by schools (67%). Other long-running programs are run by a friendship centre, and communitybased government and non-government organizations. (Figure 2) Friendship/Youth Centre 10% n (number of programs responding) = 67 10

13 57% Figure 2: Year After- Program Commenced n= % % n=133 Don t know 37% % Most (86%) organizers of after-school programs expect that their programs will be ongoing and indicated that their program had no immediate end date. (Figure 3) s were 57% more likely to have this expectation. Figure 3: Year After- Program is Expected to End Our program focuses on academics and participants learning their heritage and traditions. Our leadership program includes our Interact group, SADD, and Christian leadership. Our leadership program is a suicide prevention program. Our mentorship group traveled to Tanzania this year. Our program is for low-income families. The majority (92%) of leaders of after-school programs are paid staff. Approximately one-third (34%) of programs also engage volunteers and 9% have parental involvement. (Figure 5) % % Figure 5: Leaders of After- Programs 100% 92% 80% Ongoing 86% 60% 40% 34% n=132 n=132 After-school programs provide a variety of activities however most (71%) include physical activities and 42% include healthy snacks. (Figure 4) Figure 4: Main Activities of After- Programs 80% 70% 60% 50% 40% 30% 20% 10% 0% 71% Physical Activities 42% 31% 25% 23% 15% Healthy Eating Social Activities Crafts Cooking Culture/ Language Studying/Tutoring Other Other = Cultural/Traditional, 1%; Music, 2%; Youth Committee, 1%; Outdoor Pursuits, 1%; Human Rights, Environment, Mental Health, 1%; Games, 1%; Drama, 1%; Leadership, 1%. 9% 20% 0% 9% 6% 1% 1% Staff Volunteer(s) Parents Peers(s) Elder(s) Other n=140 Other = Students Approximately two-thirds (67%) of after-school programs offer primarily structured programming and 32% are a combination of programmed time and unstructured playtime. (Figure 6) More programs offered by schools are primarily structured programming (76%) compared to 54% for other organizations. 11

14 57% Figure 6: Structure of After- Program Activities Figure 8: Budget Ranges for After- Programs Percent 25 25% A Combination 32% % 18% 16% 15% Programmed Time 67% Unstructured Playtime 1% % 12 n=67 After-school programs are delivered primarily in schools. Other locations include recreation centres, outside, and at youth centres. (Figure 7) It is not surprising that 95% of schools deliver their programs at a school. Other organizations deliver their after-school programs in a variety of locations including schools (43%), recreation centres (33%), and arenas (33%). Figure 7: Location of After- Programs % 27% Rec Centre Outside 21% 15% Youth Centre Community Hall Library Band/Hamlet Office Other Other = arena, 7%; friendship centre, 3%; curling club, 3%; family resource centre, 1%. n= 68 Organizations provided budget information for 80 afterschool programs. Budgets for these programs range from minimal (e.g., $250 for a book club at Diamond Jenness Secondary in Hay River) to substantial (e.g., $200,000 for the Chekoa Program at the Ndilo Youth Centre). Most after-school program budgets are not large. Onehalf (50%) of after-school program budgets are below $10,000 and one-quarter (25%) are in the $10,000 to $19,999 range. (Figure 8) These data corroborate information released by Active After-. For example, in 2010/11 Active After- projects received an average of $10,758 and $10,572 in 2009/ Northwest Territories Sport and Recreation Council. Active After- Fund Year 2 Pilot Project, Interim Report November 2010; Active After- Fund Pilot Project, December 2009 March % 6% 6% 14% 0 $ 250-1,999 $ 2,000-4,999 $ 5,000-9,999 $ 10,000-19,999 $ 20,000-39,999 $ Over- $40,999 n=80 Organizations deliver after-school programs with support from a multitude of funding sources. The GNWT, Municipal and Community Affairs (MACA), schools, fundraising and registration fees are the most common sources of funding. (Table 3) Table 3: Sources of Funding for After- Programs Funding Sources Percent GNWT, MACA, including Active After- 38% 25% Local Support/Donations, Fundraising, 24% Registration Fees Other GNWT, including Various GNWT, 16% ITI, Take a Kid Trapping Health/Wellness, including, GNWT, H&SS, 10% Drop the Pop, Sahtu HSSA, Kids in the Kitchen, Healthy Eating, Wellness/Social Services, Food First Foundation Town / Village / Hamlet Council 9% Sport & Recreation Organizations, including, 6% Sport North, Beaufort Delta Sport and Rec., True Sport, Yellowknife Sport and Recreation Council Other Education, e.g., District Education 6% Council, Parent Advisory Committee, GNWT, Department of Education, Culture and Employment Other, includes Heritage Canada, Girl 11% Guides of Canada, UMAC (Friendship Centre Funding), Day Care Subsidy, Skills Canada, NWT Literacy Council. n=102

15 57% Funding is very beneficial and unique to the north - hope it continues. We rely largely on outside funding. Figure 10: Organizations Who Partner to Deliver After- Programs NO 34% Close to seventy percent (69%) of organizations reported that most of their budgets are used to pay for equipment and supplies while 36% indicated that most of their budgets cover staff costs and 28% identified snacks as their primary budget expenditures. (Figure 9) These data corroborate information collected from projects receiving funding in year one of Active After-, which indicated that 72% of funding was used for equipment purchases. 28 n=67 YES 66% Figure 9: Primary Budget Expenditures by Percent 80% 70% 60% 50% 40% 30% 20% 10% 0 69% Equipment/ Supplies 36% 28% Staff Snacks Facility Other Other = travel, 14%; maintenance, 2%. n=65 Our on the land cultural program is very costly for supplies and employing community members. 6.2 Partnerships In an environment throughout the NWT of limited financial and infrastructure resources and human capacity, developing and sustaining partnerships is critically important to the success of community-based program delivery. Two-thirds (66%) of organizations reported that they partner with other groups to deliver their after-school programs. (Figure 10) 28 Northwest Territories Sport and Recreation Council. Active After- Fund Pilot Project, December 2009 March 2010 Report. 7% 16% Organizations partner with a variety of groups to deliver their after-school programs including: Local governments (e.g., band, hamlet, town councils) and community recreation departments; s, district education councils and authorities, and parent advisory committees; Regional Aboriginal governments, Aboriginal organizations, development corporations; Local/regional sport groups; Regional/territorial sport organizations; Friendship and youth centres; Local businesses; Non-government organizations such as Food Rescue, Seventh Day Adventist Church, French associations, NWT Literacy Council, community wellness, and Northern Arts and Cultural Centre; Volunteers; and Other organizations, such as MACA, and RCMP. Partnerships offer: Use of facilities; Funding support and/or donation of goods/ services; Provision of human resources (e.g., staff, volunteers, chaperones); Working together to plan, coordinate and promote sporting events, programs and/or trips; Sharing space, facilities, equipment, costs, staff, promotion of programs, coaching duties; and Support for example, with outdoor activities, leadership, and/or administrative/financial. 13

16 Highlights and Opportunities, Profile of After- Programs 45% of organizations delivering programs are non-school organizations. Most programs target/have equal representation from boys and girls. Most programs (86%) are ongoing and have no immediate end date. Most programs (71%) include physical activities and 42% have healthy snacks. 92% of programs are led by paid staff and 34% engage volunteers. Most programs (67%) offer primarily structured programming and most (72%) are delivered in schools. Other locations include recreation centres, outside, and youth centres. Organizers access funding from a multitude of sources. MACA, schools, fundraising/registration fees are the most common sources. Program budgets are not large - 75% are below $20,000 and 50% are below $10,000. Budgets are used mostly for equipment and supplies, staff, and snacks. Organizers partner with a variety of groups to deliver their programs. Partnerships offer access to facilities, funding and other resources, human resources, and other knowledge/expertise. 6.3 Program Strengths and Challenges Organizations were asked to rate, on a scale of one to five where five is most important, factors that contribute to program successes and factors that challenge the successful delivery of programs. Program staff and volunteers, having activities that appeal to youth, and stable funding were rated as the most important factors contributing to the success of their programs. (Figure 11) Figure 11: Factors that Contribute to the Success of After- Programs n=65 to 68 Program staff/volunteers Activities that apeal to youth Stable funding Community support for the program Youth involvement in program planning and delivery Partnerships with other community groups Support from parents The funding we have received has helped run our programs, without it we would not be able to offer these experiences. The community is very involved. The program provides an excellent way for students and staff to build relationships of trust and respect. Factors that most often challenge the successful delivery of after-school programs include: lack of adequate or stable funding, the high cost of running programs, lack of suitable equipment, and the lack of qualified/ knowledgeable program leaders. (Figure 12) These findings are similar to challenges related to staffing, volunteer support and funding identified by organizations delivering after-school programs in rural Yukon. 29 Figure 12: Factors that Challenge the Success of After- Programs Lack of adequate or stable funding High cost of running programs Lack of suitable equipment Lack of qualified/knowledgeable program leaders Lack of parent support Lack of appropriate space to deliver the program(s) Difficulties connecting with target group of children/youth Lack of transportation Lack of community support We need to encourage more support and donations Organizations identified a variety of factors that would strengthen their programs. The most pressing need is to enhance human capacity though staff training, more qualified, stable staff, and support/involvement from parents and volunteers. Funding, including additional funding and adequate, stable funding is another important need. These findings are similar to information provided by organizations in rural Yukon. These organizations identified funding, staffing and volunteer support as supports that would most help them deliver a successful after-school program Caroline Sparks and Shannon Duke. April 30, 2011 Draft. Current After- Programming in Rural Yukon. Prepared for the Recreation and Parks Association of the Yukon. 30 ibid.

17 Organizations identified and provided additional information on the factors that would strengthen their programs: Staff development, including: training for program leaders, local staff, and coaches; and better communication between staff members. More qualified staff, stable staff. Funding, including: secure, long-term funding support; and additional funding for staff, facilities, equipment, materials, supplies, staff training, management of after-school programs, registration fees, transportation, to expand program/more activities. Improved facilities and/or better equipment. Expanded programs, including wider variety in activities, cultural games/activities. More community support and involvement and partnerships. More volunteer and parental involvement and interest. Better transportation and/or funding for transportation. Stronger connections with children and youth to keep them interested/involved. More qualified, responsible staff and parent involvement would help us deliver programs more effectively. More training is needed for staff in areas of program planning and recreation leadership. We need more community involvement and support - more volunteers and involved community members. These data corroborate information collected from projects receiving funding in year one of Active After-. These projects identified that the two most significant barriers to engaging youth were: 1. Lack of qualified, knowledgeable leaders available, and 2. Lack of appropriate facility space. 31 First aid training and behaviour management training were the most common training needs of program leaders identified by organizations. (Figure 13) Compared to schools, other organizations identified a higher need for training of program leaders. For example, 85% of these organizations identified of a need for first aid training, 65% identified a need for behaviour management training, 62% indicated a need for child development training, 46%, identified program ideas, and 38% identified a need for fund raising training. Figure 13: Types of Training Required by Program Leaders by Percent % 49% First Aid Behaviour Management 34% 34% 27% 24% 19% Child Developement Program Ideas Fund Raising Coaching Other = Food Safety/Cooking, 7%; Cultural Training, 5%; Outdoor Education, 2%; Classroom Management, 3%; and At My Best, 2%. n=60 Other Highlights and Opportunities, Program Strengths and Challenges Program staff/volunteers, activities that appeal to youth, and stable funding are factors that contribute to successful program delivery. Lack of adequate/stable funding, high costs associated with programs, lack of suitable equipment, and lack of qualified program leaders, challenge the successful delivery of programs. Factors that would strengthen programs include: - Enhanced human capacity through staff training, more qualified stable staff, and support/ involvement from parents and volunteers, - Adequate, stable funding, - Improved facilities and/or better equipment, and - Expanded/more variety in program activities. First Aid and behaviour management are the most common training needs of program leaders. Compared to schools, other organizations identified a higher need for training. 31 Northwest Territories Sport and Recreation Council. Active After- Fund Pilot Project, December 2009 March 2010 Report. 15