The Space Between School and Home

Last Friday, as most families prepared for the weekend, the White House released its proposed education budget. The proposal includes a recommendation that could alter the structure of after-school and summer learning programs nationwide.

The proposal calls for the elimination of dedicated federal funding for the 21st Century Community Learning Centers, the only national program designed specifically to support inclusive learning opportunities outside regular school hours.

These programs serve more than 1.4 million children and teens—youth with and without disabilities, from cities, suburbs, and rural communities alike. They provide a safe, structured space where learning continues, creativity is encouraged, and every child is welcomed for who they are.

Under the proposed budget, 21st Century Community Learning Centers would be folded into a $2 billion block grant with 17 other programs, resulting in a nearly 70 percent reduction in funding. While the budget frames this as a way to provide states more flexibility, it eliminates the guarantee that after-school and summer programs will be maintained. For many communities, this would translate into fewer options, shorter hours, and in some cases, programs closing their doors entirely.

After-school programs take place during a time of day that often receives little attention: the hours between the end of school and the return home. These hours are not just a pause in the day; they are a vital window of growth, exploration, and support. During this time, young people are still absorbing, still questioning, and still in need of safe, engaging spaces.

These programs meet that need by offering consistency and care at a time when many families are still at work and children might otherwise be alone. They provide far more than supervision. They offer hands-on learning, opportunities for social connection, nutritious meals, mentorship, and creative expression.

Crucially, they are built to support all youth, including those with disabilities. Many are intentionally inclusive, with trained staff, adapted materials, and accessible environments that ensure every child can participate fully and meaningfully.

For youth with disabilities, this inclusion is not just a benefit—it is essential. Many after-school programs offer trained staff, adapted materials, and physical spaces that are accessible. They create environments where participation is expected and supported. For youth without disabilities, these settings also offer something powerful: a model of shared learning, community, and equity in action.

If dedicated funding disappears, the consequences will be both immediate and long-term. Programs may have to reduce hours, eliminate transportation, or close entirely. Inclusive supports—like adaptive technology, aides, or sensory-friendly spaces—may no longer be affordable.

Staff shortages could become more pronounced, leading to lower program quality and fewer enrollment slots. Families who rely on these programs, especially those with limited income or complex care-giving needs, may be left with no safe, structured alternative.

Communities already facing systemic inequities would likely bear the brunt of the loss. In rural areas, where services are already limited, a single program closing could mean a child loses access not just to learning, but to social interaction and meals. In urban neighborhoods, after-school hours are often when safety becomes a concern. Programs help fill that gap. Without them, risk increases.

Over time, the educational effects compound. Research shows that high-quality after-school and summer programs help improve school attendance, boost academic outcomes, and support social-emotional growth (After-school Alliance, 2024). When these programs vanish, the gaps grow—particularly for students who are already underrepresented, under-served, or overlooked during the regular school day.

Still, this proposal is not yet law. Congress will now take up the budget process, weighing priorities and hearing from communities across the country. There is time to pause, to consider what these programs offer, and to reflect on the kind of infrastructure we want to preserve.

These are not just programs. They are part of a broader commitment to inclusion, access, and possibility. They reflect a belief that learning does not end when the school day does—and that every child, in every zip code, deserves a space to be safe, engaged, and seen.

The proposed elimination of dedicated funding for the 21st Century Community Learning Centers is not simply a fiscal adjustment. It carries significant implications for children, families, and communities nationwide. These programs go beyond providing after-school care.

These programs provide meaningful academic enrichment, promote inclusive participation, and offer consistent, supportive environments that extend learning beyond the classroom. Without dedicated funding, access to these vital resources may be reduced or lost altogether.

The proposed budget signals a critical turning point. The outcomes of this process will have lasting effects on the availability and quality of opportunities for students across the country. If these programs are reduced or eliminated, restoring them would be challenging, and their absence would leave a noticeable gap in communities that have come to rely on them for stability and support. In this moment of decision, it is worth considering what kind of educational support system best reflects shared priorities and long-term goals for all students.

As Congress begins to consider the proposal, this is an opportunity to reflect on the broader role these programs play. Beyond providing essential services, they reflect a commitment to inclusion, to opening doors for all children, and to creating spaces where every young person can feel supported, valued, and engaged.

Preserving them affirms the idea that learning extends beyond the classroom and that all students—regardless of background or ability—deserve the chance to develop, connect, and feel a genuine sense of belonging in supportive, meaningful settings. In thinking about the future of these programs, it is worth asking: what kind of learning environments truly help every child feel that they belong?

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Reference
Afterschool Alliance. (2024). Afterschool works for America. https://afterschoolworksforamerica.org/