2026 Bridge Conference

This workshop brings together funders and evaluators with out-of-school time (OST) program leadership to collaborate on a vision for designing, funding, and evaluating youth-led projects that bring wide-ranging impacts to their broader communities - expanding the focus of program efficacy from the individual learner to the communities and places they are situated within.

This session will workshop possibilities for evaluating community-wide impacts of youth-led OST STEM programs. We will begin with an introduction of our own research from a nationwide look at OST STEM programs pursuing community-level outcomes. In this overview, we will provide examples of programs from across the United States describing their projects as pursuing goals at community-scale. A goal of this session will be to connect like-minded programs, funders, and evaluators that are doing, or seeking to do, more work at community scale. We will ask participants (e.g., funders, evaluators, program providers) how their own work falls within preliminary categories our research team has developed, and if existing themes are sufficient or require expansion and/or refinement. Participants will co-develop a draft evaluation framework to elevate this kind of work and assist programs with describing their impacts that move beyond the individual learner.

Schools are not neutral spaces. Every day, educators are asked to lead, mediate, and hold space for conversations that carry the weight of generations. The current political context contributes to heightened emotions and racial tensions. And you, no matter how experienced, bring your own history too. When a student says something harmful, a colleague dismisses a lived experience, or a systemic issue needs examining, the most powerful thing you can do is to know yourself well enough to stay present and grounded, even when every instinct tells you to fight, flee, or freeze. Through honest storytelling, self-reflection, and hands-on practice, you'll learn to recognize what activates you, strategies to respond instead of react, and ways to hold space for the emotional responses of others.

Kaiser Permanente has been supporting community and school-based interventions to respond to food access and nutrition needs, in the places people need them. Through $1.78 million school-community partnership grants between 2022 and 2025, more than 50,000 food-insecure youth and families had improved access to out of school-time food, directly in their school communities.

Seattle Public Schools joined forces with FamilyWorks to implement a new family resource center model, providing tailored resource navigation and a mobile food bank at convenient locations throughout the district’s footprint. Bethel School District worked with Feeding Feasible Feasts to offer food through free school-based care closets and launch a school food recovery program allowing students to take healthy food home for at-home meals. FEED 7 Generations collaborated with Muckleshoot Tribal School to implement a Tend, Gather, Grow Curriculum focused on food sovereignty principles. And The Farm at Franklin Pierce Schools operationalized free farm produce distribution through district fridges, school meals, and summer meal sites.

The collaboration between school districts and trusted local community-based organizations built an infrastructure designed to ensure access to nutritious food for years to come. Incorporating youth and family voices into these food access solutions helped reduce stigma and increase feelings of belonging. These partnerships also supported families with enrollment in the federal supplemental nutrition assistance program and connection to other resources that improve purchasing power to buy healthy food.

This workshop is designed to share insights from these pilot projects, and a resulting toolkit that Kaiser Permanente has assembled, to support replication of school-community partnerships that improve youth and family food security in other communities. Insights are applicable to community-based organizations, school districts, funders, and systems stakeholders.