Beyond the Bell: The Power of 21st CCLC Afterschool Programs

Format

Individual Presentation

Presenters

• Venus L. Leonard, Greenville Middle SchoolFollow
• DeMia L. Rosser, Greenville Middle SchoolFollow
• James A. Fordham, Greenville Middle SchoolFollow

First Presenter's Institution

Greenville Middle School

First Presenter’s Email Address

venus.leonard@mcssga.org

First Presenter's Brief Biography

Ms. Venus Leonard has dedicated the past 26 years to education, with 18 of those years serving as a 7th grade math teacher at Greenville Middle School. A lifelong learner, she holds four academic degrees, including an Education Specialist (Ed.S.) in Middle Grades Mathematics from Nova Southeastern University, and is gifted-certified. Throughout her career, Ms. Leonard has demonstrated a strong commitment to student growth and school improvement. She has been recognized as Teacher of the Year five times in her 18-year tenure at Greenville Middle. In addition to classroom teaching, she has served in multiple leadership and coordination roles, including 21st CCLC Site Coordinator/Teacher, Summer School Site Coordinator/Teacher, and Saturday School Site Coordinator/Teacher for nearly two decades. She also contributes to school leadership as a member of the Leadership Team, Foundational Leadership Team, and 7th Grade Team Lead, and is a recent graduate of the Transformational Leadership Team. Ms. Leonard’s dedication extends beyond academics to fostering resilience, creativity, and a supportive learning environment for all students. Her passion for teaching and leadership is reflected in her tireless work to provide engaging learning opportunities both during and beyond the school day. She is also a proud mother of two adult sons, balancing her professional accomplishments with her role as a parent. Guided by the belief that education is a lifelong journey, Ms. Leonard continues to inspire students, colleagues, and her community through her leadership, innovation, and unwavering commitment to excellence.

Second Presenter's Institution

Greenville Middle School

Second Presenter’s Email Address

demia.rosser@mcssga.org

Second Presenter's Brief Biography

Biography: Ms. DeMia Rosser Ms. DeMia Rosser is a dedicated Special Education Teacher whose passion for student growth and advocacy is rooted in both her professional background and personal commitment to service. A proud graduate of Fort Valley State University, Ms. Rosser earned her Bachelor’s degree in Criminal Justice and Forensics before pursuing her Master of Arts in Special Education from the University of West Georgia. Before entering the field of education, Ms. Rosser worked as a Juvenile Case Worker for the State of Georgia for eight years, where she supported youth and families navigating the justice system. That experience gave her a unique perspective on the importance of intervention, equity, and providing students with the tools they need to succeed—values that continue to guide her work in education. Now with four years of experience as a Special Education Teacher, Ms. Rosser is an active member of her school community and continues to sharpen her skills through professional development. She is part of the Higher Leverage Practices Academy and serves on the Foundational Leadership Team, roles that allow her to influence instructional practices and leadership initiatives schoolwide. She also holds multiple certifications in the field of special education, including Specially Designed Instruction and Mindset, equipping her with strategies to meet the diverse needs of her students. In addition to her classroom role, Ms. Rosser is also a dedicated 21st CCLC program instructor, supporting students beyond the school day with enrichment and academic opportunities. Outside the classroom, Ms. Rosser is equally passionate about sports and mentoring young athletes. She proudly serves as a Coach for Track and Field and Basketball, instilling values of discipline, teamwork, and perseverance both on and off the court. Ms. Rosser’s blend of professional expertise, leadership, and personal dedication makes her a strong advocate for students and a valued member of her educational community.

Third Presenter's Institution

Greenville Middle School

Third Presenter’s Email Address

james.fordham@mcssga.org

Third Presenter's Brief Biography

James Fordham’s journey has always been about building, leading, and giving back. Growing up in West Atlanta, he graduated from Frederick Douglass High School, where his drive and determination first began to take shape. From there, he pursued higher education with a vision that blended business, creativity, and sports. At Georgia Southern University, James earned dual degrees in Marketing and Management. But beyond the classroom, he made his mark as an organizer and leader. He joined the Marketing Club, founded the “WHO RUN IT” 3-on-3 Basketball Tournament, and co-founded the Urban Café Event, all of which reflected his ability to create spaces where people could connect, compete, and showcase their talents. His passion for creativity led him to the Art Institute of Atlanta, where he earned an Associate’s degree in Video Production. While there, he launched BLITZ (Bold Leaders Initiating Television Zest) and served as president of the Video Club, sharpening his skills as both a producer and a mentor for peers who shared his love of storytelling through film. James later expanded his expertise in athletics by earning a Master of Science in Sports Management from Full Sail University. Professionally, James has worn many hats, each one rooted in leadership and service. He spent ten years teaching in Meriwether County, where he also served as Athletic Director at Greenville Middle School. He coached the GMS boys’ basketball team, as well as basketball and soccer at Manchester High School. Off the court, he showed his entrepreneurial spirit as the owner of Notzlanding Clothing Store and worked as floor manager at Prop Source. James’s creative side has taken him across the country with Journey Film Productions, where he worked on tours and produced several short films. Whether in the classroom, on the court, or behind a camera, he has always used his platform to inspire others. At the heart of everything James does is his commitment to his community. He is an active mentor, guiding young people not only in academics and athletics but also through the challenges of everyday life. His influence reaches far beyond professional titles—James Fordham is a builder of opportunities, a motivator of youth, and a leader dedicated to making a lasting impact.

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Scarbrough 2

Strand #1

Head: Academic Achievement & Leadership

Strand #2

Heart: Social & Emotional Skills

Relevance

In my experience implementing 21st CCLC programs, I have seen firsthand how afterschool programming directly supports the Head strand by fostering academic growth, problem-solving skills, and critical thinking. Through targeted tutoring, homework help, and hands-on learning activities, students are able to extend their learning beyond the regular school day and strengthen the skills they need to succeed in the classroom.

At the same time, these programs deeply connect to the Heart strand. Afterschool programs provide a safe, supportive environment where students build positive relationships with peers and adults, practice empathy, and develop emotional resilience. By creating spaces where students feel valued and understood, I have witnessed how their self-confidence, social-emotional skills, and overall well-being improve.

Through the 21st CCLC programs, I am able to support students holistically—nurturing both their minds and their hearts—and help them thrive academically, socially, and emotionally.

Brief Program Description

Middle school students are at a pivotal stage where support shapes their learning, resilience, and well-being. In this session, I share how we implemented the 5Hs Framework in our 21st CCLC afterschool program. Through discussion, case studies, and a hands-on trail mix activity, participants will learn practical ways to integrate the 5Hs and create engaging, supportive environments for youth.

Summary

Beyond the Bell: The Power of 21st CCLC Afterschool Programs highlights how afterschool programming serves as a vital bridge for middle school students, nurturing both academic growth and social-emotional well-being. Middle school is a pivotal stage where strong support systems can transform challenges into opportunities for resilience and long-term success. This session demonstrates how the **5Hs Framework—Head, Heart, Hands, Health, and Hope—**was intentionally integrated into our 21st CCLC program to promote whole-child development.

Through a mix of interactive discussion, case studies, and hands-on activities, participants will explore strategies to:

• Strengthen academic growth, problem-solving, and critical thinking (Head)

• Support emotional well-being, empathy, and relationship-building (Heart)

• Develop practical skills, creativity, and career exploration opportunities (Hands)

• Promote physical wellness, nutrition, and self-care (Health)

• Foster motivation, future planning, and resilience (Hope)

A highlight of the session will be a culinary arts enrichment activity, where participants create a symbolic trail mix recipe using the 5Hs. This engaging activity models how simple, hands-on lessons can make abstract concepts tangible for youth.

Evidence from our program underscores the effectiveness of this holistic approach: office discipline referrals decreased from 119 to 92, fights dropped from 24 to 7, and literacy rates nearly doubled from 25.6% to 59.9% between 2022–2024. Academic growth is evident, with math proficiency rising from 59.5% to 84%, alongside notable gains for students with disabilities. Attendance also improved, showing increased school connectedness and engagement.

Participants will leave this 60-minute workshop with a toolkit of adaptable practices and a renewed vision for how afterschool programs can go “beyond the bell” to cultivate equity, resilience, and student success.

Evidence

Research consistently demonstrates that 21st Century Community Learning Centers (21st CCLC) significantly enhance middle school students' academic performance, social-emotional development, and overall well-being. These programs are particularly effective when they integrate frameworks like the 5Hs—Head, Heart, Hands, Health, and Hope—to support the whole child.

Academic Growth

Evaluations of 21st CCLC programs have found that students regularly participating in programs attend school more often, are more engaged in school, and see improvements in their academic performance. For example, a 2021 evaluation of California’s After School Education and Safety (ASES) and After School Safety and Enrichment for Teens (ASSETs) programs found that on average, students attending the afterschool programs had higher rates of school-day attendance, up to 1.5 percent more school days than their non-participating peers. These findings mirror those from a 2018 evaluation of the ASES and ASSETs programs that found students regularly participating in programs attended school more days than students not in programs. Additionally, the evaluation reported statistically significant differences when looking at school-day attendance among high school English language learners (ELL), where ELL ASSETs participants attended school up to seven days more than their non-participating peers. Afterschool Alliance

Another evaluation found that the higher the participation in the program, the greater the impact. A 2019 statewide evaluation of Ohio’s 21st CCLC program found that in addition to participants having a statistically significant lower unexcused absence rate than their matched non-participating peers, students attending programs more frequently—for 60 days—had even lower rates of unexcused absences than those who attended for 30 days. Afterschool Alliance

Social-Emotional Development

After-school youth development programs support social-emotional functioning, which leads to better academic and behavioral outcomes. This article examines three common predictors of social-emotional functioning individually and concurrently to better understand the role of these predictors in the after-school setting. The common predictors are staff/student relationships, sense of belonging, and program engagement. That data came from 144, 3rd through 8th grade, students across 9 different elementary and middle school sites who regularly attended a large youth development program. Regression analyses were run and the results indicated that each variable was an individually significant predictor of social-emotional functioning. Results from multiple regression analyses demonstrated that there was a better model fit when including all three variables in the same model. Case Western Reserve University

Whole-Child Approach

The 5Hs Framework—Head (academic), Heart (social-emotional), Hands (skills and creativity), Health (physical well-being), and Hope (future aspirations)—aligns with the holistic support provided by 21st CCLC programs. These programs offer a safe, supportive environment where students build positive relationships with peers and adults, practice empathy, and develop emotional resilience. By creating spaces where students feel valued and understood, they experience improved self-confidence, social-emotional skills, and overall well-being.

Learning Objective 1

Define the 5Hs framework and its relevance to middle school development.

Learning Objective 2

Identify strategies to integrate the 5Hs into afterschool programming.

Learning Objective 3

Explore practical tools and activities that enhance academic and social-emotional outcomes.

Keyword Descriptors

academic achievement, social-emotional learning, student engagement, whole-child development, attendance improvement

Presentation Year

2026

Start Date

3-2-2026 10:15 AM

End Date

3-2-2026 11:30 AM

Recommended Citation

Leonard, Venus L.; Rosser, DeMia L.; and Fordham, James A., "Beyond the Bell: The Power of 21st CCLC Afterschool Programs" (2026). National Youth Advocacy & Resilience Conference. 8.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2026/2026/8