Enabling Both Youth and Pollinators to Thrive - Youth Development in a High School STEM Afterschool Program

Oct 15, 2026

The article examines how a high-quality high school STEM afterschool program can enable both teens and pollinators to thrive. It uses testimonial and program descriptions to show how teen participation strengthens academic achievement, STEM attitudes, goal-setting, and engagement in safe, inclusive settings with strong leadership. It also details the Pollinator Ambassador program’s hands-on activities, connecting science identity and authentic learning to positive outcomes, while positioning pollinators as part of environmental and agriculture education.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Youth development in STEM afterschool programs

Benefits of out-of-school STEM opportunities

Thriving teens and the 4-H Thriving Model

Pollinator Ambassador program and program outcomes

Critical program components

Enabling Both Youth and Pollinators to Thrive Youth Development in a High School STEM Afterschool Program Amy Lang “I would never have thought that I could go into beekeeping as a full-time commitment. It was after learning about the large impacts (good and bad) that insects have on agriculture and the environment that I could fully comprehend the scope a job with bees could cover. Though I do not know exactly what I want to be, I know that I want to pursue a career where I can work with bees and plants. I have been drawn to help others learn about the importance of pollinators and develop a passion for the environment like myself. I am now an active member of the Association of Southern Maryland Beekeepers, and have been involved in many projects teaching others about the importance of pollinators through this program.” “Susie” (all names are pseudonyms), age 15, developed the awareness of and passion for bees expressed in this quotation through her participation ina high-quality afterschool STEM program designed specifically for teens. Teens who participate in such programs reap tremendous benefits. They demonstrate increased academic achievement and life skill development (Holstead et al., 2015) . Their enhanced STEM interest, attitudes, and behaviors fuel STEM-related college and career choices (Meschede et al., 2022) . Teens thrive when they have opportunities to pursue their passions in safe, inclusive youth development settings with strong leaders. Thriving teens have a growth mindset, are open to challenge and discovery, are optimistic about their ability to make a difference in their communities, are able to connect with others, and successfully set and achieve goals (Arnold & Gagnon, 2018) . Like Susie, they become more aware of their place in society and of AMY LANG is a county-based 4-HYouth Development Educator with University of Maryland Extension. their power to make that society better. In short, they develop the skills needed to become happy, hopeful, effectively engaged adult citizens. Out-of-school time (OST) programs centered around STEM provide benefits above and beyond the general benefits of afterschool programming by creating opportunities for authentic active learning. STEM programs expose young people to current science and research, enabling them to see both society’s need for scientific exploration and the possibility that they themselves might become scientists (Meschede et al., 2022; Riedinger & Taylor, 2016) . The ability of STEM programs to inspire young people to pur- terschool STEM programming for teens, I worked with colleagues at University of Maryland Extension to institute the Pollinator Ambassador program. The program was launched through a county-based 4-H program at a partner site in a community outside Washington, DC. Following the 4-HThriving Model and other research-based best practices, the program introduced participants to the vital importance of bees and other pollinators through hands-on activities. Its success in engaging participants and building their awareness of science careers can make it a model for other STEM-based youth development programs. sue science careers is particularly beneficial in light The 4-H Thriving Model of the STEM-related job market. According to the The Pollinator Ambassador program described in May 2021 U. S. Bureau of Labor Statistics Occupa- this article was designed to offer a high-quality develtional Employment andWage Statistics report, STEM opmental context, in keeping with the 4-H Thriving workers earned an annual mean Model developed by Mary Ar of $100,900 compared to nold at Oregon State University $55,260 for non-STEM work- (Arnold & Gagnon, 2018) . This ers. Growth in STEM careers Further, research indicates model synthesizes foundationbetween 2021 and 2030 was that OST experiences can be al positive youth development estimated at 13 percent, com- especially significant in frameworks including Kress’s pared to 7.

FAQs

How does a STEM afterschool program benefit teens?

Such programs support increased academic achievement and life-skill development, strengthen STEM interest and behaviors, and help teens thrive through safe, inclusive environments with strong leaders.

What is the Pollinator Ambassador program?

It is a high-quality development initiative launched through a county-based 4-H program that teaches the importance of bees and other pollinators through hands-on activities.

Why are out-of-school STEM experiences emphasized in the article?

They provide authentic active learning, expose young people to current science and research, and help address the science identity gap so teens see themselves as future scientists.

Oct 15, 2026

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