For many families, the school bell at 3 p.m. does not simply signal the end of the school day. It raises another question: who will support my child until I return home? For working parents, those facing economic, transportation, or caregiving challenges, these hours determine whether children have safe spaces, enriching experiences, and supportive relationships.
In California, this question is central to conversations on educational equity, family well-being, workforce participation, and community development. To explore these issues, Sewa USA convened a Policy Café on "Bridging the After-School Divide in California: Access, Equity, and Community Partnerships." The discussion brought together scholars, practitioners, and policy leaders to examine how California can move from expanding availability to meaningful, high-quality learning.
The conversation focused on access, geography, system capacity, community partnerships, and institutional coordination. Together, these discussions revealed a reality: access on paper does not always become access in practice. Families may still face transportation challenges, staffing shortages, long waitlists, affordability concerns, and limited responsive programming.
Dr. Andrea Ettekal, Associate Professor at Texas A&M University, highlighted the role after-school programs play in academic learning and positive youth development. She emphasized that "getting in the door" is often the first step toward impact. Successful programs are welcoming, accessible, responsive to students' interests, and supported by adults who build meaningful relationships.
Yet access alone is not enough. Jannelle Kubinec, CEO of WestEd, encouraged participants to view after-school programs as integral extensions of learning, not auxiliary services. She argued that data and evaluation should support improvement, not just compliance. High-quality programs are built on intentional learning and adaptation.
The discussion also highlighted the need for programs to reflect the communities they serve. Dr. Sandra Simpkins of the University of California, Irvine, emphasized culturally responsive programming that fosters caring relationships, cultural and linguistic affirmation, youth empowerment, and real-world relevance. Her insights reinforced the need for models that recognize diverse households and backgrounds.
Mariana Lopez Quintanilla of Bay Area Community Resources further reinforced these themes of belonging. She described after-school programs as the "aunties or grandmas” of the formal education system, trusted spaces that provide care, stability, and belonging. Her remarks reminded us that academic achievement and student well-being are deeply connected.
Erik Peterson of the Afterschool Alliance broadened the discussion to the systems level. He emphasized that families need safe spaces for children while parents work. Strengthening after-school systems requires student voice and choice, workforce development, opportunities for older youth, and high-quality summer learning.
The conversation then turned to implementation and sustainability. Lillian Perez, Director of Expanded Learning at the Fallbrook Union Elementary School District, noted that for many students, the school day effectively extends until 6 p.m. Her observations underscored California's challenge: moving beyond access alone toward sustainable systems that support the whole child and family.
This vision aligns closely with Sewa International USA's commitment to community-based learning and youth development. Through ASPIRE, its in-school and after-school academic support initiative, Sewa serves underserved and refugee children by providing targeted academic assistance, enrichment opportunities, mentorship, and a nurturing environment that fosters both learning and personal growth.
ASPIRE exemplifies how trusted community organizations can work alongside public education systems to address learning gaps, reduce barriers to success, strengthen family engagement, and create supportive spaces where children can develop the skills, confidence, and resilience needed to thrive academically and beyond.
The Policy Café concluded with a powerful shared insight: after-school is not simply extra time. For many children, it is a defining time. By strengthening access, improving quality, and fostering community partnerships, California can ensure every child benefits from those critical hours beyond the classroom, building stronger families and communities.
Anupama Belur,
Serves as the Program Manager for ASPIRE at Sewa USA, with expertise in finance and accounting. Her experience spans HR management, billing operations, and academic intervention in public schools.
