Showing up every day: recognizing afterschool professionals at CYC
Each year, Afterschool Professionals Appreciation Week offers a moment to recognize a workforce that is often overlooked, even as it plays a central role in the lives of young people and families.
Across the country, millions of students spend their afternoons in programs that provide structure, support, and connection beyond the school day. These programs are part of a broader system that supports youth development. At the center of that system are afterschool professionals who show up each day to do the work.
In San Francisco, that work takes shape across sites serving elementary, middle, and high school students. Many staff are part of the same communities as the young people they work with, bringing shared language, culture, and lived experience into the space. That connection often shapes how relationships begin and how trust is built over time.
Creating spaces young people return to
When the school day ends, students move into a different kind of environment. The pace shifts. What remains constant is the presence of staff who are paying attention to how young people are showing up.
For many, the work is personal.
“When I was young, I had no program or anywhere to go after school,” shared Stephanie, a staff member at George Moscone Elementary. “My teacher let my siblings and I stay in his classroom every single day. I wanted to do the same for any child who was feeling alone.”
That experience informs how spaces are shaped. Staff think about what it means for a young person to walk into a room and know they can stay. Over time, those small decisions create environments that students return to each day.
At Aptos Middle School, Assistant Site Coordinator Casey described what continues to draw her to the work. “Being able to play even a small role in helping them feel seen, heard, and valued is what continues to inspire me.”
Relationships built over time
Afterschool programs are defined by relationships. Trust develops gradually through repeated interactions.
Molly, also at George Moscone Elementary, described what that looks like in practice. “My favorite part is building a close relationship with them. Creating that trust and having fun with them.”
These relationships are reciprocal. Staff support students, and students respond in ways that stay with them.
Casey Gapal shared one moment that stood out. “A student told me, ‘Whatever you need, Ms. Casey, I will take care of you.’ Her kindness left a lasting impression on me.”
Because many young people stay connected to programs over time, these relationships often extend beyond a single year. Staff are able to see how students grow and adjust their support as needs change.
Growth that continues beyond the program
Afterschool spaces give young people room to try new things and work through challenges at their own pace.
Stanley recalled a moment when a student worked through a problem and reached understanding. “I remember the smile on their face when it clicked,” he said.
For some, that experience carries forward beyond the program itself. Mike Bongco, STEAM Coordinator, shared that one former student decided to invest in their own 3D printer after graduating so they could continue creating.
These moments reflect how learning extends beyond a single day or setting. They also reflect the value of having consistent spaces where young people can return, experiment, and build confidence over time.
Staying present through uncertainty
The work also includes moments that are less defined. Staff often support young people as they navigate uncertainty, both in school and outside of it.
At Balboa High School, Site Coordinator Gabrielle spoke about working with students approaching graduation. “Watching some of our students become seniors and knowing that they are not quite prepared is difficult,” she said. “There is only so much we can do before they move on, and we have to trust that they will land somewhere.”
Even in those moments, staff remain present.
“Knowing that they trust me enough with different aspects of their life encourages me to continue,” shared Grethel, Assistant Site Coordinator at Balboa High School.
This work often includes attention to more than academics. Staff are responding to the broader context of young people’s lives, including family, identity, and the experiences that shape how they move through the world.
“I hope they know that they are loved, valued, and that their opinions matter,” said Jennifer Zhang, Program Manager for Elementary School Programming.
Part of a broader system of support
Afterschool programs are one part of a larger network that supports young people and families. Alongside schools and community partners, they provide consistency during a part of the day that might otherwise be unstructured.
At CYC, this work reflects a long-standing commitment to supporting youth across different stages of development. The continuity across programs allows staff to understand where a young person has been and where they are headed, while remaining responsive to what they need in the present.
Recognizing the work
Afterschool Professionals Appreciation Week offers a chance to acknowledge the people who make this work possible.
Their impact is not always visible. It is built through daily interactions and through the relationships that develop over time. It is reflected in how young people experience support, connection, and a sense of belonging.
Across sites in San Francisco and programs nationwide, afterschool professionals are part of a broader effort to support the next generation.
Continuing the work
Sustaining afterschool programs requires continued investment in the people who make them possible.
Support for this work helps ensure that young people have access to spaces where they can build relationships, explore their interests, and stay connected beyond the school day.
Learn more about how to support afterschool programs or get involved here.