Learning & Impact Project
BGC Kawarthas Member
Survey Findings
Introduction
For 120+ years, BGC Canada has been creating opportunities for millions of Canadian kids and teens As Canada’s largest child and youth serving charitable and community services organization, our Clubs open their doors to young people of all ages and their families at 635 locations nationwide During out-of-school hours in small and large cities, and rural and Indigenous communities, our trained staff and volunteers provide programs and services that help young people realize positive outcomes in self-expression, academics, healthy living, physical activity, job readiness, mental wellness, social development, leadership, and more. Opportunity changes everything.
BGC Kawarthas, formally known as the Boys and Girls Clubs of Kawartha Lakes, is one of the area’s largest and most diverse child and youth serving organizations. Established in 1970, the Club provides summer camps, before and after school programs, early learning, licensed childcare, child and youth counselling, infant development, music, sports, recreation and adventure programs in Kawartha Lakes, Peterborough and Norwood
Evaluation Methodology
This evaluation is part of the BGC Canada Learning & Impact Project The purpose of this project is to help our Club and Clubs across Canada understand and improve our impact in the lives of the children and youth in our communities
The data in this report is from a survey designed to discover how children and youth who attend Club are developing in four key areas: positive relationships, healthy living, lifelong learning, and leadership We will use the survey data to guide our learning and development as an organization, both locally and nationally, in the years to come.
Our Club administered this survey to all children and youth aged 8 and older who were in attendance during the week(s) of March 4 and 11, 2024. We administered the survey in a variety of ways: in Club using tablets/computers/smartphones and at home by sending a link to the online survey to youth and families via email. 81 surveys were completed.
The data were analyzed primarily using measures of central tendency We identified patterns within the full data corpus and then disaggregated the data by demographic factors including age, identification as indigenous, identification as a person of colour, and gender identity From these patterns, we identified the most significant insights as findings from the data
Limitations
The following limitations may have influenced the results of our evaluation: We were not able to get many people above the age of 13. We also did not have very many of our children and youth who primarily contribute to sports, nor many children and youth outside our Lindsay establishment.
Findings
1) Relationships Are Key Discussion
Key insight: The Club substantially increases the positive relationships children and youth have in their lives.
The Member Survey data show that the Club has increased the positive relationships in the lives of children and youth. 65% of children and youth who took the survey reported that they have some or a lot more people they like to spend time with because of the Club. An additional 30% of children and youth who took the survey report that they have a little more people they like to spend time with because of the Club. Looking more closely at the data, the strongest results in this category are reported by children and youth who have been attending the Club for 2-5 years, and those who are in the 8-10 age range.
Because of the Club, I have more people I like to spend time with.
Research shows that relationships with peers and nonparental adults are essential for positive youth development Peer relationships positively impact students’ self-esteem and their academic performance (Liem & Martin, 2011) Youth who have supportive relationships with adults experience positive life outcomes including increased resilience, improved social-emotional outcomes, and better academic outcomes (Chang et al , 2010; DuBois & Silverthorn, 2005; Ungar, 2011)
Possible Responses
We’d like to know more about why we exceed in this area, and recommend we ask staff to share in a survey, what they do that helps to build peer relationships With the survey results, we recommend we build on these best practices
Not At All + A Little Some + A Lot
Key insight: Many Children and Youth report little or no improvement in their ability to do schoolwork because of the Club
Discussion
The Member Survey data reveal that the Club is not having a substantial effect on the development of school readiness in children and youth. More than half (55%) of children and youth who took the survey reported that they feel not at all or a little better prepared to do their school work because of the Club. School preparedness in early childhood, including cognitive, social-emotional, and physical development, is essential for future academic success. (Daily et al., 2011). Children who lack the behavioural, social, and academic skills required for long-term positive school experiences may be more vulnerable to antisocial behaviours, substance abuse, and mental health issues (Pears et al , 2016)
Because of the Club, I am better prepared to do my school work.
Not At All + A Little Some + A Lot
I am not currently enrolled in school
Some respondents to the survey are involved in specific skill-building programs at the Club including Sports Programs and Music and it is possible they may not have identified with this question regarding schoolwork However, the results reinforce the ongoing opportunity for the Club to identify ways to better support more children and youth in their school readiness
Possible Responses
Consider creating supervised zones (physical spaces) within the after school program where students could focus on quiet learning activities
An experiment worth trying would be a reading program with older children reading to younger children
Expand on the current program in the Youth Warehouse that provides optional homework help for youth
3) Free To Be Me
Key insight: Many children and youth reported they feel more comfortable being themselves because of the club
Discussion
The Member survey data reveal that the Club is having a positive effect on children and youths’ identity and comfort with themselves The data reveals that about two-thirds of the individuals that participated in the survey, 64% to be exact, feel some or a lot more comfortable being themselves Self-acceptance is crucial for the emotional well-being and resilience of children and youth It provides young people with a way of looking at the world and how they consider their own value and self-worth (Bernard, 2013) Self-acceptance is linked to self-esteem and self-efficacy (Bandura, 2012; Pajares & Urdan, 2006)
The survey data reveal that we provide an environment where children and youth can feel comfortable with themselves, but we still have improvements to make in our Club members transitioning to youth programs.
Because of the Club, I feel more comfortable being myself.
We know that 64% of children and youth reported they feel some or a lot more comfortable being themselves at our Club. One area we can improve on is being aware of age range when looking at these results.The data reports that the rating for 8-10 year olds was 1.88 (n=50), while 11-13 year olds was 1.55 (n=22). The data show that 8-11 year old respondents as a whole report a stronger impact on feeling comfortable being themselves because of the Club compared to 11-13 year old respondents. High self-esteem is a significant predictor of life satisfaction and fewer experiences of anxiety and depression (Boden et al., 2008; La Greca & Harrison, 2005; Newbegin & Owens, 1996; Sanders et al , 2017)
Possible Responses
A transition to Warehouse plan for 11-13 aged youth and more clear communication to guardians when that time comes Data reveal the age youth start to transition from up front to the Warehouse is the age they are least comfortable with themselves at the Club We can help make this uncomfortable transition easier for our members by letting them be involved in more ways Teen Wellness Fair was a positive experience where youth got a chance to explore the Club We are also seeing the positive effects of having X-Treme camp being in the Warehouse more often We should include consistent collaboration between Warehouse and After School Programming
Key insight: Many children and youth reported they are not better at working through arguments with others because of the club
Discussion
The Member survey data reveal that we are not effectively helping children and youth develop conflict resolution skills. This area was the lowest score overall for our survey findings. Surveys reveal that 75% of children and youth felt they are not at all or a little better at working through arguments with others, while 25% felt they are somewhat or a lot better at working through arguments. The data remind us of how important these skills are to teach and that we need to put more of a focus on conflict resolution. Research shows that late childhood and early adolescence bring increasingly complex interpersonal conflicts as youth begin to consider multiple social perspectives, question norms, and make more autonomous decisions (Dodge et al , 2006; Eccles et al , 1996)
Because of the Club, I am better at working through arguments with others.
The member survey data reveal that as a Club we have not been providing the necessary skills for children and youth to work through arguments with others in our current programs. Our plan of action moving forward, that is based on the data of 75% of our children and youth , is to integrate conflict resolution and skill building into more programming through many different strategies Developing the social skills to effectively manage conflict at the Club will help children and youth develop positive relationships now and throughout their lives (Adalbjarnardottir, 2002; Lansford et al , 2006; LeversLandis et al , 2006; Unger et al , 2003) Social skills that children and youth develop during this time that allow for better management of interpersonal conflicts may help them effectively manage conflict throughout their lives and may also serve as a protective factor for risk-taking behaviours (Adalbjarnardottir, 2002; Lansford et al , 2006; LeversLandis et al , 2006; Unger et al , 2003)
Not At All + A Little Some + A Lot
Possible Responses
Equipping children and youth with the skills to problem solve on their own rather than doing it for them Utilising the new R2 Curriculum developed by BGC Canada and Dr Michael Unger, we can provide staff with the tools to help children and youth develop their own skill sets
Conflict resolution tips posted around the club, a “what do I do bin” with problem solving skills accessible in each room Instead of leaders and staff diffusing arguments between children and youth, we could try a what do i do type area where individuals can have a chance to problem solve on their own with useful prompts
Conflict Resolution workshops for children and youth, we could hold theme days that are dedicated to things like conflict resolution and have conflict resolution skills posted around the club. Theme days can be fun and silly things like pyjama day but why not have important skill building theme days and make them fun. (could even link superhero dress up day to conflict resolution).
5) Movin’ and Groovin’
Key insight: Children and youth are substantially more physically active because of the Club
Discussion
The member survey data revealed this is our question with the most positive responses. The data show that almost three-quarters (72%) of participants expressed they were more physically active because of what is offered at the Club. Since the beginning of this survey, this response has been notably positive. Only 7% of respondents said Not At All, and 93% of Club participants were at least a little more physically active Numerous programs include activities in the gymnasium, rock climbing, a splash pad in the summer, skateboarding for those who want to use the new skatepark, officially opened in 2023, as well as a basketball court, and fields to play baseball and soccer
Because of the Club, I am more physically active.
72%
28%
Not At All + A Little Some + A Lot
Statistics on the younger age groups were significantly positive, those 8-10 were the highest rated, at 2 28, and 11-13 was 2 05 The average was 2 15
Research shows that levels of physical activity dramatically decline during adolescence (Barnes et al., 2018). In years past, kids were more likely to hop on their bikes or shoot baskets. Now, pursuing the internet is the default recreational activity (Raghuveer, 2022). It is possible a significant amount of the children and youth surveyed wouldn’t have anywhere to go for exercise after school, or at least wouldn’t get as much recreational activity Many of the after-school activities provide children with optional exercise, with friends to play with them
Possible Responses
Keep an eye on our recreational equipment to make sure we have enough at all times for the campers
Explore possible additional games and activities we can try to keep campers excited
6) Inciting the Exciting
Key insight: The opportunities presented bring excitement to the children and youth at Club
Discussion
The member survey data show that the Club is creating an environment where children and youth have the opportunity to explore.. 91% of survey respondents reported they are more excited to try new things because of the Club (38% A lot, 25% Some, and 28% A little).The mean was high at 1.9 out of 3.
Because of the Club, I am more excited to try new things.
Being up for trying new things and challenging oneself are desires to chase curiosity, which is a driving force in child development and positive educational outcomes (Lowenstein, 1994). Young children sometimes explore their environment in systematic ways, to reduce uncertainty and close knowledge gaps (Gruber, 2021).
In age groups, there is a present but slight dip in positivity. Those surveyed between the ages of 8-10 and 14-16 were high, at 2.02 and 2.00, respectively, but was lower for 11-13 at 1.73, like most other statistics in the survey. The 11 year olds and some of the 12 year olds will be almost old enough to enter the youth centre, so it is possible they aren’t as excited anymore for the activities offered at the Hub, and it is also possible the 12 and 13 year olds who are now at the youth centre want to first get used to the new surrounding, going from the oldest in the children’s centre to the youngest in the youth centre
Those that have been at the Club less than two years rated their excitement the lowest, with a mean of 1.78. The numbers then rise, to those who have been here 2-5 years going at 1.97 and over five years at 2.00. It is possible some who have been to the Club less than two years haven’t yet experienced enough things to be as excited, or maybe they are still getting habituated to the Club.
Some researchers defined curiosity as a passion, as in, “a passion for learning” or as an appetite, as in, “an appetite for knowledge ” This desire for knowledge is also called “epistemic curiosity” (Lowenstein, 1994) Epistemic curiosity has been found to bring about positive feelings of interest associated with learning new knowledge
Possible Responses
If the 11-13 age group is less excited about trying new things, we could ask them more often if they had suggestions for what to do, or activities that might excite them. We continue to explore opportunities, like guests, field trips, or special games.
7) Help Wanted? We Got This
Key insight: Children and Youth report strong improvements in their ability to help out when needed
Discussion
The Member Survey data show that children and youth are taking the initiative to help others because of the Club. 76% of children and youth who took the survey reported that they are somewhat or a lot better at helping out when it is needed because of the Club, and an additional 15% say they are a little better at helping out. This is the 2nd highest performance indicator in our survey results and consistent, no matter the age of the respondents Numerous programs at the Club actively invite participants to assist with making meals, setting up activities or games, or supporting their peers
Because of the Club, I am better at helping out when it is needed.
Not At All + A Little Some + A Lot
Taking initiative is crucial for child and youth development, as it fosters a sense of agency and self-efficacy (Watts & Caldwell, 2008; Torres-Harding et al., 2018). It equips them with the necessary skills and capacities to support social and academic success and the transition to adulthood including creativity, civic engagement, leadership, and altruism. (Watts & Caldwell, 2008; Larson, 2000).
Possible Responses
We could build on the success in this area while also enhancing the Club’s ability to provide homework support, by setting up a program where older participants read to younger participants.
An experiment worth trying would be to create a recognition program for young people to celebrate their success in this area - perhaps they could be nominated by their peers. “Helper of the Month”?
Conclusion
Steps Forward
Based on the findings from our data, our Club will take the following steps to deepen and improve our impact on our members.
Response 1: Engage the larger staff team to learn more about barriers to homework support. We recommend considering supervised zones (physical spaces) within the after school programs where students could focus on quiet learning activities, but wish to understand from past experience.
Response 2:
Response 3: Response 4:
Equipping children and youth with the skills to problem solve on their own rather than doing it for them. Utlizing the new R2 Curriculum developed by BGC Canada and Dr. Michael Unger, we can provide staff with the tools to help children and youth develop their own skill sets.
Engage the larger staff team to determine the best, consistent practice to ease the transition for participants from After School to Warehouse, including better communication to families.
Survey staff to understand how they are helping to foster staff to participant and peer relationships among children and youth and build on the practices that are working well
References
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