Gain insight into research and methods for boosting youth engagement and belonging, and apply strategies to foster a sense of community.
Full Course Description
Ignite a passion for learning and cultivate a sense of belonging in your educational environment with our Boosting Engagement and Belonging Online Course. This 1.5-hour course is tailored for educators, administrators, youth workers, coaches, trainers, and counselors dedicated to enhancing student engagement and fostering community. Through research-based insights and practical strategies, you’ll explore ways to boost engagement by incorporating student voice and choice into your teaching methods, while also understanding the science behind these concepts. The course guides you in creating supportive environments where empathy and encouragement are key, helping students feel valued and motivated to learn. By the end, you’ll have actionable techniques to increase engagement and build a sense of belonging, ensuring every student feels included and inspired. Enroll today to enhance your ability to create supportive environments that make a lasting impact on your students’ educational experience.
Course Outcomes
By the end of this course, you will be able to:
Understand why engagement and belonging are important.
Learn how to create supportive environments .
Understand the science of belonging and how to foster it in your learning environment.
Learn strategies to incorporate student voice and choice to increase engagement.
CEU Requirements
To receive CEU credit for taking this course, you must:
Pass the knowledge check-ins and complete the entire course.
Complete the course evaluation form at the end of the course.
Upon successful completion, you will receive a certificate showing the CEUs earned.
Change Up Learning requires disclosure of proprietary interests. No staff, instructors, or course developers have proprietary interests related to this course.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
Child Care Core of Knowledge
1. Child Development
Out-of-School Time Program Quality Standards
Administrative Quality Standards
Program Quality Standards
Program Quality Standards
I. Youth Program Climate
Administrative Quality Standards
I. Youth Program Design and Accountability
IV. Youth Program Staffing and Professional Development
Early Care and Education Knowledge Base
1. Child Development
4. Teaching and engagement
5. Curriculum and learning environment
6. Professionalism
Guiding Principles for Quality OST Programs
1. Safe & Supportive Environment
2. Active & Engaged Learning
3. Skill Building
8. Cultural Responsiveness
9. Quality Staff
11. Collaborative Relationships
Childcare Program: Continuing Education
1. Child development
6. Indoor and outdoor learning environments
7. Behavior guidance
Child Care Training Regulations
1. Child Development
4. Positive behavior management
6. Supervision of children
21. Providing developmentally appropriate activities and experiences for children
22. Inclusion of children with special needs
Guidelines for Afterschool, Summer, and Youth Development Programs
1. Relationships
3. Programming and Activities
4. Youth Leadership and Engagement
6. Cultural Competency, Responsiveness, and Inclusion
7. Assessment, Planning, and Program Improvement
8. Staff and Professional Development
ECE Competencies
1. Child Development and Learning
2. Culture, Diversity and Equity
3. Relationships, Interactions, and Guidance
7. Special Needs and Inclusion
8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
1. Safe and Supportive Environment
2. Active and Engaged Learning
3. Skill Building
4. Youth Voice and Leadership
6. Diversity, Access and Equity
9. Collaborative Partnerships
10. Continuous Quality Improvement
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
1. Child development and learning
5. Teaching and learning
7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
2. Human Relationships
5. Program Activities
Teachers of Early Childhood Education Subject Matter Standards
Early Care & Education Professional Development Content Areas
1. Child Development and Learning in Context
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
6. Professionalism as an Early Childhood Educator
8. Professional Development and Leadership
Program Content
2. Interpersonal Relations
Afterschool Program Standards
Program Content
Core Competencies for Early Childhood Practitioners
1. Child growth and development
5. Learning environments and curriculum
6. Interactions with children
7. Program planning, development and evaluation
8. Professionalism and leadership
Afterschool Network Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
7. Sustained Student Attendance and Access
All Staff Annual Training
1. Child growth and development
2. Social and Emotional Development
3. Child Guidance
6. Professional Development
Afterschool Alliance Best Practices
1. Prepared Staff
2. Intentional Programming
4. Promotion of Varied Youth Engagement
5. Development of Strong Community Partners
7. Sustained Student Attendance and Access
Director Annual Training
4. Child Guidance
5. Professional Development
Early Learning Staff Professional Development Areas
All Staff Annual Training
Director Annual Training
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
1. Child growth and development
3. Guidance and behavior management
9. Communication and relations with staff
10. Cultural diversity
11. Learning environments
13. Professionalism
15. Inclusion of all children
Early Childhood Education and Care Department
1. Child growth, development, and learning
4. Developmentally appropriate content
5. Learning environment and curriculum implementation
Out-of-School Time (NMOST) Guiding Principles
3. Relationships
6. Programming
7. Administration and Organizational Development
8. Staffing and Professional Development
Department of Children, Youth & Families: Child Care Provider Training Requirements
1. Child/adolescent growth and development
2. Learning environment and curriculum
4. Families, communities, and schools
6. Interactions with children/youth
8. Professional development and leadership
10. Youth empowerment
School's Out Washington Quality Improvement Standards
2. Having positive, meaningful relationships with program staff and youth
3. Participating in activities that encourage self-expression and inspire them to discover their passions
4. Engaging in learning opportunities that build academic, life, and career skills
5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Department of Early Learning and Care: Training
1. Diversity
5. Learning Environments and Curriculum
7. Personal, Professional & Leadership Development
8. Program Management
OST Quality Guidelines
1. Diverstiy, Equity, and Inclusion
3. Human Relationships
4. Partnerships
6. Youth Development and Engagement
Academic Standards: Essential Skills
3. Civic/Interpersonal Skills
4. Professional Skills
Competencies for Early Childhood Educators and Administrators
4. Guidance
6. Professional development and leadership
7. Program planning and development
8. Teaching practices
Afterschool Network Quality Standards
1. Environment
2. Relationships
4. Programming
Early Childhood Professional Learning Categories
1. Learning Communities
5. Learning Designs
6. Implementation
Network for Youth Success Quality Self-Assessment (QSA) Tool
1. Environment & Climate
2. Administration & Organization
4. Staffing & Professional Development
5. Programming & Activities
7. Youth Participation & Engagement to Care
NYC DYCD Core Competencies for Youth Work Professionals
1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
4. Ability to foster academic and non-academic skills and broaden participant horizons.
7. Ability to develop leadership, team-building and self-advocacy skills among participants.
School Age Child Care
1. Principles of Childhood Development
3. Child Day Care Program Development
Career Development
1. Ethics and professionalism in child care
4. Using child care tools
6. Strategic leadership and planning
Child Growth and Development
1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Child Growth and Development
1. Programming and Curriculum
2. Children with special needs
2. Interpersonal Relationships
4. Program Environment
6. Social/emotional development
7. Challenging behaviors
Family/Community Relations
4. Cultural diversity/awareness
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
Career Development
Child Growth and Development
Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
Child Growth and Development
Afterschool Network Quality Standards
1. Foster positive relationships between program participants and staff
4. Promote high levels of student engagement
5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Early Childhood: Child Care Center Training Topics
7. Principles of child growth and development, including brain development
Afterschool Network
1. Guidance toward healthy relationships
5. Curriculum and activities
6. Learning environment
7. Program planning and evaluation
8. Cross-cultural competence
Child Care Training & Education
Standard 1: Learning Environment/Developmentally Appropriate Practice
After School Program Quality Standards and Indicators
1. Health, Safety and the Environment
2. Relationships
3. Programming and Activities
4. Staffing and Professional Development
Early Learning and Development Standards
2. Social and Emotional Development
Afterschool Standards
1. Human Relationships
3. Programming and Activities
Core Knowledge and Competencies
4. Learning Environment and Curriculum
6. Leadership and Professionalism
7. Organizational Development and Administration
Building Blocks for Out-of-School Time Quality
1. Intentional Program Design
2. Supportive Relationships & Environments
3. Youth Voice, Leadership, and Engagement
5. Community, School and Family Engagement
7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
1. Introduction to Inclusive Child Care
4. Preparing for and Including Young Children in the Child Care Setting
a. Introduction to Inclusive Child Care
d. Preparing for and Including Young Children in the Child Care Setting
Program Quality Practices
1. Physical Environment, Curriculum, and Program Activities
2. Assessment, Planning, and Improvement
3. Relationships
4. Child and Youth Engagement
5. Families and Communities
7. Leadership and Administration
8. Professional Development
Afterschool Alliance's Quality Standards
1. Planning a safe, healthy learning environment
3. Positive ways to support children’s social and emotional development
Child Care Centers Professional Growth and Development Training Requirements
1. Planning a safe, healthy learning environment (includes nutrition)
3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
Afterschool & Youth Development Standards
1. Programming & Youth Development
3. Environment & Climate
4. Relationships
6. Staffing & Professional Development
7. Organizational Practices
9. Family & Community Partnerships
Early Care and Education Professional Competency Goals for Directors
f. Advocacy for the Center, Parents, children and Staff
After School Network
1. Relationships — Interactions and Engagement
2. Family and Community Partnerships
3. Environment
4. Activities and Programming
6. Staffing/Professional Development
Core Competencies for Early Childhood Professionals
1. Safe Environments
2. Healthy Environments
3. Learning Environments
8. Self-Esteem
9. Social Development
10. Guidance
12. Program Management
Hawaii OST Quality Guidelines
1b. Pilina (Relationships) between Youth and their Peers
2a. Youth Learning and Development
2b. Staff Professional Development and Leadership
Workforce Knowledge and Competencies
2. Alignment with CDELS
2. Learning Environment and Curriculum (LEC)
3. Positive Interactions (PI)
4. Family Engagement (FE)
8. Collaborative Program Management – (CPM)
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
2. Behavioral guidance practices
Standards for Quality Afterschool Programs
2. Ongoing Training and Staff Development
4. Positive Youth Development
5. Community Partnerships
The National Association for the Education of Young Children (NAEYC) Training
2. Child growth and development
4. Planning learning activities
5. Guidance and discipline techniques
10. Professional issues
Early Childhood - Continuing Education
2. Child Guidance
6. Learning Activities
Afterschool Program Quality Institute
2. Relationships and Connections
4. Youth Participation and Engagement
Early Childhood Educator Requirements: Birth to Second Grade
2. Developmental curriculum planning/ environment and curriculum
4. Positive behavior management/social-emotional development
West Virginia Afterschool Program Quality Standards
2. Diversity, Equity and Inclusion
5. Indoor and Outdoor Environments
6. Intentional Relationships
8. Activities
National Afterschool Association Competencies
2. Learning Environment and Curriculum
4. Interactions with Children and Youth
6. Cultural Competency and Responsiveness
Department of Early Education & Care Standards
2. Planning Programs and Environments for Young Children
4. Child and Classroom Management
10. Supervision or Staff Development in Early Childhood Education
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
2. Positive Connections
4. Activities
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
Standard 1: Child Development and Learning in Context
Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standard 5: Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
Standards for Quality Afterschool Programs
2. Program Management and Staff
3. Communication and Interaction
4. Program Structure and Activities
6. Program Environment
7. Family and Community Involvement
Department of Children and Families (Annual In-Service Training)
16. Guidance and discipline
22. Developing special interest centers/spaces and environments
Afterschool Program Quality Guidelines
2. Programming
4. Family Involvement
Goals for Program Management and Delivery
2. Qualified and Diverse Staff
Goals for Program Connections
6. Consistent Participant Attendance
Goals for Program Participants
7. Greater Personal Responsibility
8. Improved Academics Achievement
9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
a. Planning a safe, healthy learning environment
c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
Goals for Program Connections
Goals for Program Management and Delivery
Goals for Program Participants
Afterschool Quality Standards
2. Staff and Youth Relationships
3. Youth Participation, Learning, and Engagement
6. Administration and Organizational Development
7. Staffing and Professional Development
Standards of Early Learning and Development
3. Quality Child Care and Licensing
6. Positive Discipline and Guidance
Virginia Partnership for Out-of-School Time Quality Standards
2. Staffing, Volunteers & Professional Development
5. Active & Engaged Learning
8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
10. Inclusion of All Children
13. Foundations of Child Development and Approaches to Learning
Quality Standards for OST Programs
2: Relationships and Interactions
3: Youth-Centered Program Design
4: Leadership and Management
Afterschool & Out-of-School Time Professional Network
3. Human Relationships
4. Indoor and Outdoor Environment
5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
i. Child growth and development
ii. Positive guidance and discipline
v. Program planning and development
vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
3. Programming and Activities
6. Relationships and Interactions
Early Childhood Education: Professional Development Areas
Annual Training (1) Child growth and development
Annual Training (2) Guidance and discipline
Annual Training (4) Teacher-child interaction
Pre-Service 3. Positive guidance and discipline of children
Pre-Service 4. Fostering children’s self-esteem
Pre-Service 6. Positive interaction with children
Core Knowledge Areas, DC Division of Early Learning Training Categories
4. Curriculum
5. Inclusive Practices
6. Learning Environments
8. Diversity: Family, Language, Culture and Society
Statewide Afterschool Quality Standards
4. Professional Development and Qualifications
6. Youth Development, Programming, and Activities
B-3 Continuum
5. Joint Professional Development
Quality Standards for Out-of-School Time Programs
A. Safe and Healthy Environments
B. Positive Relationships
D. Equity and Inclusion
E. Family, School and Community Engagement
F. Program Management
Quality Standards for Nevada OST Programs
a. Youth Development & Social Emotional Learning
c. Program Management & Professional Development
d. Program Structure, Curriculum & Activities
Department of Education: Standards for Professional Development
g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
h. Culturally and linguistically responsive pedagogy
i. Play theory and creativity
Department of Education and Early Development (DEED)
Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Division of Early Care and Education: Staff Development
i. Child growth and development
k. Guiding children’s behavior
Early Childhood Professional Development Framework
Standard I: Designs/Plans Instruction
Standard II: Creates/Maintains Environments
Standard VII: Engages in Professional Development
Standard X: Provides Leadership Within School/Community/Profession
