Recommendations for the Future

Stand Up For Kids supports cognitive development and more specifically, supports executive function, through mentorship programs, housing, outreach centers, and street outreach. However, one way Stand Up For Kids could supply more support for cognitive development for unhoused adolescents is through planned field trips and activities in groups. Mentors being involved in these field trips and activities could strengthen the relationship they have with the youth they support. Mentors would provide direction throughout the field trip or group activity, aiding in the growth of trust and guidance between the mentors and the adolescents. Field trips and group activities involve sticking to a schedule and having a plan for the day. It also involves remembering the schedule and the rules required, transportation to and from the location, preparation for unexpected changes, and being able to take instructions from the adults in charge. 

​

​

There are academic and socio-emotional effects on adolescents who go on field trips that are culturally enriching. A study done by Erickson (2022), focused on fourth and fifth-grade students in very early adolescence attending field trips throughout the year or serving as a control group. Students who went on field trips showed a greater tolerance for people with different opinions and an increased desire for the arts. They also showed fewer behavioral infarctions, attended school more frequently, scored high on end-of-grade exams, and got higher grades. The effects were the strongest as the students entered middle school.

​

​

Adolescents are known to be in sensitive periods of their executive function development. Researchers suggest that future work should focus on finding ways to improve executive functions in homeless adolescents. This can positively impact their ability to increase their independence and positive housing outcomes in the future (Fry, et. al, 2020). Field trips show they're able to help increase an adolescent's knowledge by encouraging active engagement in learning, self-motivation, as well as learning by discovery and experience (Amosa, et. al, 2013).

​

​

​

​

​

​

​

​

​

​

                                             

 

 

 

 

 

 

 

 

​

 

​

​

Field trips should be thought of as a valuable add-on to retention strategies in a way that is substantial for students and adolescents (Larsen, et. al, 2017).

​

​

​

 

 References

​

​

Amosa, A., Ogunlade, O., Atobatele, A. (2013). Effect of field trip on students’ Academic Performance in basic technology in ilorin metropolis, nigeria. Malaysian Online Journal of Educational Technology. (3) 2. https://files.eric.ed.gov/fulltext/EJ1085933.pdf

 

​

Charlotte E. Fry, Kate Langley & Katherine H. Shelton (2020) Executive functions in homeless young people: Working memory impacts on short-term housing outcomes, Child Neuropsychology, 26:1, 27-53, DOI: 10.1080/09297049.2019.1628930

​

​​

Erickson, H., Watson, A., Greene, J. (2022). An experimental evaluation of culturally enriching field trips. The Journal of Human Resources.  http://jhr.uwpress.org/content/early/2022/01/31/jhr.1020-11242R1

​

​

Larsen, C., Walsh, C., Almond, N & Myers, C. (2017). The “real value” of field trips in the early weeks of higher education: the student perspective. Educational Studies. (43) 1. 110-121, DOI: 10.1080/03055698.2016.1245604