Having worked closely in the United States K-12 education sector for six years, I witnessed the critical and transformative role of after school programs in children’s lives. I have seen students remain after school to complete assignments, discover interests, build friendships, and find mentors who believe and motivate them. I have also seen parents breathe easier knowing their children are in a safe and nurturing environment.
Because of these experiences, I am a proponent for expanding after-school programs and providing enriching experiences through them. This enthusiasm took a new breath of life while moderating Sewa USA’s Policy Cafe on “Bridging the After-School Divide in California”. I was excited and curious to assimilate knowledge from experts that enables me to help incorporate them into Sewa’s existing programs. While there is universal acknowledgement that program expansion is an immediate need, the panel discussion drove me to ingrain access, equity, and belonging in existing programs to improve program quality. Ultimately, this becomes a modus operandi for future program building and ensures that the critical hours after the school bell rings are fruitful for a child’s growth.
One might ask, why should afterschool come front and center in the K-12 ecosystem? For some children, the end of the school day means returning home to support, supervision, and stability. For many others, it marks the beginning of a more challenging part of the day. Parents may still be at work. Transportation may be limited. Programs may exist but remain out of reach because of distance, capacity, language barriers, or scheduling conflicts.
The central argument is clear that the after-school divide is about opportunity. More importantly, it is about whether every child has a fair chance to access the experiences and support systems that help them thrive. This is my first takeaway from the session as Dr. Andrea Ettekal reminded us that “getting in the door” is the first step toward impact. Her observation resonated because it highlighted a reality that policy conversations sometimes underweigh in terms of the urgency for expanding these programs. A child who cannot benefit today from a program means direct compounding negative impact on a child's future potential and long-term societal outcomes.
Now, thinking about access naturally led to a broader question: What should after-school hours be about?
Too often, after-school hours are viewed as a gap to be filled until parents return from work. This line of thinking is a missed opportunity because these hours for a child can become a space for exploration, confidence-building, mentorship, creativity, and personal growth. Jannelle Kubinec reiterated during the session that after-school programs are not auxiliary services, but extensions of everyday learning in a holistic manner. A child often remembers the mentor who listened, the volunteer who encouraged their thinking, or the program leader who helped them discover their strengths.
As the discussion evolved, relationships as a theme emerged repeatedly. Dr. Sandra Simpkins spoke about culturally responsive programs, caring relationships, cultural affirmation, and meaningful connections to students’ lived experiences.
In this context, Mariana Lopez Quintanilla offered a unique and memorable metaphor that after-school programs are the “aunties or grandmas” of the education system. I found that comparison warm and powerful because it captured something statistics might miss in the first attempt. Children need caring adults who know them, encourage them, and help them feel they belong.
These ideas lay the foundation to redesign the after-school experience to maximize the power of possibility in every child. Lillian Perez highlighted the stark reality that for many students, the school day effectively continues until six in the evening, which raises the stakes for the quality of program delivery during those hours, effectively making them as important as the traditional school day. Hence there is a need for after-school programs that are not only an offshoot of classroom instruction, but spaces for engagement, flexibility, and creativity, adaptive to children’s academic needs and personal interests.
This broader understanding also highlighted the vital truth that a single organisation cannot bridge the after-school divide alone. Strong systems require collaboration among schools, districts, nonprofit organisations, families, volunteers, and communities. This collaborative spirit makes Sewa USA’s ASPIRE program timely and meaningful. By bringing relevant learning opportunities into schools and community spaces, ASPIRE reduces barriers while creating environments where children can learn, grow, and belong. In that regard, SEWA’s ASPIRE program leaders are willing to work with stakeholders in the system to create these valuable spaces for children.
Coming to California, the state’s investment in expanded learning is the foundational step to expanding access. However, as we’ve seen above, when it comes to after school programs, success must also be measured by program type and quality, and whether children in every community, especially those facing the greatest barriers, can access high-quality programs that support their development and well-being.
The school bell may ring at three o’clock, but a child’s need for guidance, encouragement, and opportunity does not end there. The power of possibility can find its fire in the hours after school through programs that ignite that spark, and every child deserves a chance to realize that possibility.
Kusuma Buddhiraju,
Associate Director of the Policy Research Team at Sewa USA and holds a Master’s in Public Administration from Columbia University. Comes with experiences in technology and policy expertise to advance innovation, community development, and social impact.
