When I first came to the United States, I started middle school. I had just come from another country and didn’t know the language. Everything felt new and overwhelming, but I joined a group to support during and after school with my homework, where I also got to do artwork. This program became a safe place for me to adjust, make friends, and practice English without the same pressure I felt in regular classes. The adults who worked there, tutors and coordinators, were patient and explained things step by step, making me feel supported and not left behind. This connects to McKamey and Restler’s ideas about how Out-of-School Time (OST) spaces can help young people grow, build relationships, and feel included, especially those who need extra help outside the classroom.
I searched OST experience and found a similar idea in an article called "From Access to Equity: Making Out-of-School-Time Spaces Meaningful for Teens From Marginalized Communities" by the Wallace Foundation. It explains that OST programs should not only provide access but also create welcoming, supportive spaces for students from diverse backgrounds, like immigrants and English learners. This connects to my experience because my school program helped me feel included and confident as I started a new school journey in a new country.
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