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Appendix D: Youth & Community Service

Children’s Environmental Health Post-Disaster Assessment Toolkit 2.0
 

Youth and community services programs may be disrupted by environmental health hazards such as unsafe facilities, poor air quality, contaminated water, or lack of power. These spaces are critical for children's development and emotional recovery after a disaster.

Types & Definitions

  • After-school programs provide structured care, enrichment, and supervision for school-aged children outside of regular school hours. These programs often offer academic support, recreational activities, and social development opportunities in safe and accessible settings.

  • Camps offer seasonal, overnight, or day-based experiences that promote recreation, learning, and social engagement for children and youth. Programs may vary in focus, such as outdoor education, sports, arts, or specific populations, and are often staffed by trained counselors in dedicated facilities or natural settings.

  • Faith centers are places of worship and community gathering that often provide child- and youth-focused programming such as mentoring, education, counseling, and emergency support. These centers may serve as trusted and culturally relevant anchors for families, especially during recovery from a disaster.

  • Recreation facilities are facilities that provide physical activity, wellness, and social programs for children and youth. Operated by local governments, nonprofits, or the private sector, these centers may include sports leagues, arts classes, and safe spaces for informal play and connection.

  • Services for children with a disability support the developmental, educational, medical, and social needs of children with physical, intellectual, or developmental disabilities. Programs may include therapy, early intervention, special education coordination, assistive technologies, and caregiver support, often tailored to promote inclusion and accessibility.

Partners

State, Tribal, Territorial, or Local Partners

  • State/Tribal/Territorial Education Agencies

  • Local Disability Services

  • Public Libraries

  • County or Municipal Parks and Recreation Departments

  • Tribal Youth Services or Cultural Programs

Federal Partners 
 

  • Administration for Children & Families (ACF)

  • Department of Agriculture (USDA)

  • Indian Health Service (IHS)

  • Department of Education

  • Federal Emergency Management Agency (FEMA)

  • AmeriCorps

Non-Governmental Partners

Methods of Engagement

  • Connect Through Local Community Coalitions or Youth Networks: Identify and attend meetings of local youth-serving coalitions, community alliances, or family support networks where multiple providers come together to coordinate programming and services.

  • Partner with Intermediary Organizations or Umbrella Networks: Engage state or regional associations of after-school programs, disability service networks, camp associations, or faith-based coalitions. These groups often act as conveners or capacity builders.

  • Conduct Listening Circles or Community Forums: Organize small, community-based discussions with youth service staff and volunteers to understand how environmental hazards are affecting their spaces and the children they serve, especially in high-impact areas.

  • Use Accessible Surveys for Staff and Volunteers: Distribute short, clear surveys (paper or digital) to capture input from a wide range of program types, including those run by part-time staff or volunteers, on environmental concerns and program disruption.

  • Host Joint Planning or Training Sessions: Partner with environmental health scientists at the state, local, or federal level to offer trainings or collaborative planning sessions on environmental health risks in children's spaces post-disaster. This encourages shared problem-solving and builds program buy-in.

  • Collaborate with Parks & Recreation Departments: Work with municipal or county parks and rec staff who oversee recreation centers and summer camps. They often maintain facilities and can flag structural or environmental issues.

  • Engage Disability Advocates and Service Coordinators: Consult with organizations or case managers who support children with disabilities to ensure accessible engagement and inclusion of specialized services in assessments.

  • Use Youth Ambassadors or Peer Advocates: Where appropriate, involve youth leaders or peer mentors from community programs in outreach or data collection. They can provide direct insight and encourage participation from other young people.

  • Map Services and Gaps Geographically: Work with local partners to map youth-serving organizations and overlay environmental hazard data to prioritize outreach to high-risk neighborhoods or under-resourced zones.

Considerations

  • Many of these programs operate out of non-traditional or shared-use spaces (e.g., basements, churches, community centers) where environmental controls and inspections are inconsistent.

  • Programs serving children with disabilities may be especially sensitive to disruptions in routine and sensory environments. Engagement must consider accommodations and accessibility in communication and recovery plans.

  • Faith-based and volunteer-led programs often have strong community ties but may operate independently of formal emergency management structures, requiring relational outreach and local intermediaries for engagement.

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