Behavior and Social Emotional Learning
Classroom Behavior
The Kent Learning Together objective for students’ classroom behavior is for 50% of regular attendees to improve classroom behavior. This data is collected through a teacher survey, administered by OSPI’s statewide 21st CCLE evaluation, the American Institutes for Research (AIR). The teacher survey includes several questions about students’ classroom behavior. (Note that the teacher survery is available to complete for program participants, not only regular attendees.) The survey is completed by school-day teacher or school-day staff for 21st CCLC students in grades 1-5. In 2024-25, between 71-91% of students had improved classroom behavior. Ninety-one percent (91%) of participants improved in their participation in learning activities, 88% improved in coming to school, 77% improved in staying focused, and 71% improved in alertness and focus. In 2024-25, the program far exceeded the objective for 50% of students improving classroom behavior and also exceeded this objective in 2023-24. See Table 9.
Table 9: Changes in Students’ Classroom Behavior (from Teacher Survey) [1]
| Classroom Behavior | Needed to improve (2024-25) | Did improve (2024-25) | 2024-25 % who improved | 2023-24 % who improved |
| Alertness and focus | 31 | 22 | 71% | 73% (N=33) |
| Coming to school | 24 | 21 | 88% | 81% (N=27) |
| Participation in learning activities | 23 | 21 | 91% | 71% (N=31) |
| Staying focused | 26 | 20 | 77% | 58% (N=31) |
Social Emotional Learning
The Kent Learning Together objective for students’ social emotional learning is as follows:
- 50% of regular attendees will indicate positive social emotional experiences.
Relevant data is gathered via the youth survey of 21st CCLC program participants, administered by AIR. (Note that the youth survey is administered to program participants in grades 4-12, not only regular attendees.) The survey includes a range of items about how the afterschool program has helped participants, and youth respondents select up to three areas where the program has helped them the most. There were two areas where more than 50% of participants indicated positive experiences with the afterschool program. Across both Kent Learning Together sites (N=33), 55% of youth survey respondents indicated that the program helped them make new friends. At East Hill (N=11), 64% of youth survey respondents also indicated that the program helped them find out what they are good at doing.
Fewer than half of respondents across both sites (N=33) indicated that the afterschool program helped them in the most in the following areas: to feel good about myself (45%), find out what I like to do (42%), find out what I am good at doing (33%), and with my confidence (30%). Smaller proportions of youth respondents indicated that the afterschool program helped them in the following areas: find out what is important to me (21%), discover things I want to learn more about (15%), learn things that will be important for my future and think about what I might like to do when I get older (12%), and learn things that will help me in school, learn about things that are important to my community, feel good because I was helping my community (6%), and think about the kinds of classes I want to take in the future (3%). No respondents indicated that the program didn’t help them.
[1] 2023-24 data included Springbrook only, and 2024-25 data included both sites (East Hill and Springbrook).