Ahrens, K, DuBois, DL, Lozano, P, et al. (2010) Naturally acquired mentoring relationships and young adult outcomes among adolescents with learning disabilities. Learning Disabilities Research & Practice 25(4): 207–216. DOI: 10.1111/j.1540-5826.2010.00318.x. Google Scholar | Crossref
Bangsbo, J , et al. (2016) The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. British Journal of Sports Medicine 50(19): 1177–1178. DOI: 10.1136/bjsports-2016-096325. Google Scholar | Crossref | Medline
Barron, B (2006) Interest and self-sustained learning as catalysts of development: a learning ecology perspective. Human Development 49(4): 193–224. DOI: 10.1159/000094368. Google Scholar | Crossref | ISI
Beckett, M, Borman, G, Capizzano, J, et al. (2009) Structuring out-of-school time to improve academic achievement: a practice guide. (NCEE #200, National Center for Education Evaluation and Regional Assistance. (NCEE #200. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education. Available at: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/ost_pg_072109.pdf (accessed 14 March 2021). Google Scholar
Cappella, E, Hwang, SHJ, Kieffer, MJ, et al. (2017) Classroom practices and academic outcomes in urban afterschool programs: alleviating social-behavioral risk. Journal of Emotional and Behavioral Disorders 26(1): 42–51. DOI: 10.1177/1063426617739254. Google Scholar | SAGE Journals
Catalunya (2009) Llei 12/2009, del 10 de juliol, d’educació. DOGC-5422: 56589-56682. Available at: http://portaldogc.gencat.cat/utilsEADOP/PDF/5422/950599.pdf (accessed 20 April 2020). Google Scholar
Catalunya (2017) Decret 150/2017, de 17 D’octubre, de L’atenció Educativa a L’alumnat en el Marc D’un Sistema Educatiu Inclusiu, DOGC-7477. Available at: http://portaldogc.gencat.cat/utilsEADOP/PDF/7477/1639866.pdf (accessed 20 April 2020). Google Scholar
Collet-Sabé, J, Martori, JC (2018) Bridging boundaries with Bernstein: approach, procedure and results of a school support project in Catalonia. British Journal of Sociology of Education 39(8): 1126–1142. DOI: 10.1080/01425692.2018.1478718. Google Scholar | Crossref
Cross, AB, Gottfredson, DC, Wilson, DM, et al. (2010) Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology 45(3–4): 370–380. DOI: 10.1007/s10464-010-9295-z. Google Scholar | Crossref | Medline | ISI
Davis, K, Fullerton, S (2016) Connected learning in and after school: exploring technology’s role in the learning experiences of diverse high school students. Information Society 32(2): 98–116. DOI: 10.1080/01972243.2016.1130498. Google Scholar | Crossref
Dawes, NP, Larson, R (2011) How youth get engaged: grounded-theory research on motivational development in organized youth programs. Developmental Psychology 47(1): 259–269. DOI: 10.1037/a0020729. Google Scholar | Crossref | Medline | ISI
De Witte, K, Cabus, SJ (2013) Dropout prevention measures in the Netherlands, an explorative evaluation. Educational Review 65(2):155–176. DOI: 10.1080/00131911.2011.648172 Dropout. Google Scholar | Crossref
Department of Education (2017) Estadística d’Ensenyament. Available at: http://ensenyament.gencat.cat/ca/departament/estadistiques/estadistiques-ensenyament/cursos-anteriors/ (accessed 20 April 2020). Google Scholar
Dougherty, SM (2015) Bridging the discontinuity in adolescent literacy? Mixed evidence from a middle grades intervention. Education Finance and Policy 10(2):157–192. DOI: 10.1162/EDFP_a_00157. Google Scholar | Crossref
Dubois, DL, Holloway, BE, Valentine, JC, et al. (2002) Effectiveness of mentoring programs for youth: a meta-analytic review. American Journal of Community Psychology 30(2): 157–197. DOI: 10.1023/A:1014628810714. Google Scholar | Crossref | Medline | ISI
DuBois, DL, Portillo, N, Rhodes, JE, et al. (2011) How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, Supplement 12(2): 57–91. DOI: 10.1177/1529100611414806. Google Scholar | SAGE Journals | ISI
Durlak, JA, Weissberg, RP, Pachan, M (2010) A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents American Journal of Community Psychology 45(3–4): 294–309. DOI: 10.1007/s10464-010-9300-6. Google Scholar | Crossref | Medline | ISI
European Commission (2010). A Strategy for Smart, Sustainable and Inclusive Growth. Available at: http://eurlex.europa.eu/legalcontent/EN/TXT/?uri=celex:52010DC2020 (accessed 18 April 2020). Google Scholar
European Commission . (2013a). Ethics for Researchers: Facilitating Research Excellence in FP7. https://doi.org/10.2777/7491 (accessed 18 April 2020). Google Scholar
European Commission (2013b) Reducing Early School Leaving: Key Messages and Policy Support. Available at: https://ec.europa.eu/education/sites/education/files/early-school-leaving-group2013-report_en.pdf (accessed 10 March 2020). Google Scholar
European Commission (2018) Situation of Young People in the European Union. Commission staff working document no. SWD(2018) 169 final, 25May. DOI: 10.2766/300578. Google Scholar | Crossref
Eurostat 2019. Early Leavers from Education and Training. From: Eurostat Statistics Explained. https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Early_leavers_from_education_and_training (accessed 18 April 2020). Google Scholar
Fitzpatrick, MD, Grissmer, D, Hastedt, S (2011) What a difference a day makes: estimating daily learning gains during kindergarten and first grade using a natural experiment. Economics of Education Review (2): 269–279. DOI: 10.1016/j.econedurev.2010.09.004. Google Scholar | Crossref
Forneris, T, Camiré, M, Williamson, R. (2015) Extracurricular activity participation and the acquisition of developmental assets: differences between involved and noninvolved Canadian high school students. Applied Developmental Science 19(1): 47–55. DOI: 10.1080/10888691.2014.980580. Google Scholar | Crossref
Francis, B , et al. (2017) Attainment grouping as self-fulfilling prophesy? a mixed methods exploration of self-confidence and set level among year 7 students. International Journal of Educational Research 86 : 96–108. DOI: 10.1016/j.ijer.2017.09.001. Google Scholar | Crossref
Grossman, J, Campbell, M, Raley, B (2007) Quality Time After School: What Instructors can do to Enhance Learning. New York: Public/Private Ventures. Google Scholar
Guest, AM (2018) The social organization of extracurricular activities: interpreting developmental meanings in contrasting high schools. Qualitative Psychology 5(1): 41–58. DOI: 10.1037/qup0000069. Google Scholar | Crossref
Haghighat, MD, Knifsend, CA (2019) The longitudinal influence of 10th grade extracurricular activity involvement: implications for 12th grade academic practices and future educational attainment. Journal of Youth and Adolescence 48(3): 609–619. DOI: 10.1007/s10964-018-0947-x. Google Scholar | Crossref | Medline
Heath, RD, Anderson, C, Turner, AC, et al. (2018) Extracurricular activities and disadvantaged youth: a complicated — but promising — story. Urban Education. Epub ahead of print 24 October 2018. DOI: 10.1177/0042085918805797. Google Scholar | SAGE Journals
Herrera, C, Grossman, JB, Kauh, TJ, et al. (2011) Mentoring in schools: an impact study of big brothers big sisters school-based mentoring. Child Development 82(1): 346–361. DOI: 10.1111/j.1467-8624.2010.01559.x Google Scholar
Hidi, S, Renninger, KA (2010) The four-phase model of interest development, Educational Psychologist 41(2): 111–127. DOI: 10.1207/s15326985ep4102_4. Google Scholar | Crossref
Hurd, N M, Tan, J S, Loeb, E L (2016) Natural mentoring relationships and the adjustment to college among underrepresented students, American Journal of Community Psychology 57(3–4): 330–341. DOI: 10.1002/ajcp.12059. Google Scholar | Crossref | Medline
Jez, SJ, Wassmer, RW (2015) The impact of learning time on academic achievement, Education and Urban Society 47(3): 284–306. DOI: 10.1177/0013124513495275. Google Scholar | SAGE Journals | ISI
Kanchewa, SS, Yoviene, LA, Schwartz, SEO, et al. (2016) Relational experiences in school-based mentoring: the mediating role of rejection sensitivity.Youth & Society 50(8): 1–22. DOI: 10.1177/0044118X16653534. Google Scholar | Crossref
Lahoz, P M (2015) Percepciones docentes y alumnado en programas de apoyo y refuerzo educativo en Castilla y León Teacher’s conceptions of students: a research of the support and reinforcement programs of Castilla y León. Revista de la Asociación de Sociología de la Educación 8(3): 425–436. Available at: https://dialnet.unirioja.es/servlet/articulo?codigo=5200266&info=resumen&idioma=SPA (accessed 10 March 2020). Google Scholar
Larson, R W, Walker, K C (2010) Dilemmas of practice: challenges to program quality encountered by youth program leaders. American Journal of Community Psychology 45(3–4): 338–349. DOI: 10.1007/s10464-010-9307-z. Google Scholar | Crossref | Medline
Leos-Urbel, J (2015) What works after school? The relationship between after-school program quality, program attendance, and academic outcomes. Youth & Society 47(5): 684–706. DOI: 10.1177/0044118X13513478. Google Scholar | SAGE Journals | ISI
Liao, C L, Sanchez, B (2016) Mentoring relationship quality profiles and their association with urban, low-income youths academic outcomes. Youth & Society 1–20. DOI: 10.1177/0044118X16668058. Google Scholar | Crossref
Løndal, K , et al. (2020) Physical activity of first graders in Norwegian after-school programs: a relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach. Plos one 15(4):1–16. DOI: 10.1371/journal.pone.0232486. Google Scholar | Crossref
Longás, J, Civis, M, Riera, J (2013) Refuerzo escolar e inclusión educativa: propuesta teórico-práctica a partir de la experiencia de apoyo al éxito escolar del programa CaixaProinfancia. Revista de Educación Inclusiva 6(2): 106–124. Google Scholar
Manzanares, A, Ulla, S (2012) La evaluación estatal del plan de refuerzo, orientación y apoyo (PROA). Análisis tras seis años de evaluación continuada [National evaluation of the PROA programme for reinforcement, support and guidance. analysis after six years of continued assessment], Revista de Educacion, 89–116. DOI: 10.4438/1988-592X-RE-2012-EXT-208. Google Scholar | Crossref
Marcos, L, Ubrich, T (2017) Disinherited. childhood inequality, equal opportunities and public policy. Madrid: Save the Children España. Available at: https://resourcecentre.savethechildren.net/node/10427/pdf/desheredados_pobreza_infantil_informe.pdf (accessed 10 March 2020). Google Scholar
McGillicuddy, D, Devine, D (2020) You feel ashamed that you are not in the higher group—Children’s psychosocial response to ability grouping in primary school. British Educational Research Journal 46(3): 553–573. DOI: 10.1002/berj.3595. Google Scholar | Crossref
Mortier, K, Desimpel, L, De Schauwert, E, et al. (2011) I want support, not comments: children’s perspectives on supports in their life. Disability & Society 26(2): 20–221. DOI: 10.1080/09687599.2011.544060. Google Scholar | Crossref
Neely, S R, Vaquera, E (2017) Making it count: breadth and intensity of extracurricular engagement and high school dropout. Sociological Perspectives 60(6): 1039–1062. DOI: 10.1177/0731121417700114. Google Scholar | SAGE Journals | ISI
OECD (2015) PF4.3: Out-of-school-hours care services. Available at: http://www.oecd.org/els/soc/PF4-3-Out-of-school-hours-care.pdf (accessed 22 December 2019). Google Scholar
OECD (2018) PF4.3: Out-of-school-hours care services. Available at: http://www.oecd.org/els/family/PF4-3-Out-of-school-hours-care.pdf (accessed 22 December 2019). Google Scholar
Patall, EA, Cooper, H, Allen, AB (2010) Extending the school day or school year: a systematic review of research (1985–2009). Review of Educational Research 80(3): 401–436. DOI: 10.3102/0034654310377086. Google Scholar | SAGE Journals | ISI
Pedró, F (2012) Políticas públicas sobre apoyo y refuerzo educativo: Evidencias internacionales, Revista de Educacion, (EXTRA 2012): 22–45. DOI: 10.4438/1988-592X-RE-2012-EXT-205. Google Scholar | Crossref
Pierce, K M, Bolt, D M, Vandell, D L (2010) Specific features of after-school program quality: associations with children’s functioning in middle childhood. American Journal of Community Psychology 45(3–4): 381–393. DOI: 10.1007/s10464-010-9304-2. Google Scholar | Crossref | Medline
Preston, JM, Prieto-Flores, Ò, Rhodes, JE (2018) Mentoring in context: a comparative study of youth mentoring programs in the United States and Continental Europe. Youth & Society 51(7): 900–914. DOI: 10.1177/0044118X18813700. Google Scholar | SAGE Journals
Puigdellívol, I, Molina, S, Sabando, D, Gómez, G, Petreñas, C (2017) When community becomes an agent of educational support: communicative research on Learning Communities in Catalonia. Disability & Society 32(7):1065–1084. Available at: DOI: 10.1080/09687599.2017.1331835 Google Scholar | Crossref
Raposa, E B, Dietz, N, Rhodes, J E (2017) Trends in volunteer mentoring in the United States: analysis of a decade of census survey data. American Journal of Community Psychology 59(1–2): 3–14. DOI: 10.1002/ajcp.12117. Google Scholar | Crossref | Medline
Raposa, EB, Rhodes, J, Stams, GJ, et al. (2019) The effects of youth mentoring programs: a meta-analysis of outcome studies. Journal of Youth and Adolescence (48): 423–443. DOI: 10.1007/s10964-019-00982-8. Google Scholar | Crossref | Medline
Rhodes, JE (2002) Stand by Me: The Risks and Rewards of Mentoring Today’s Youth. Cambridge, MA: Harvard University Press. Google Scholar
Rhodes, JE (2005) A model of youth mentoring. In: DuBois, DL, Karcher, MJ (eds) Handbook of Youth Mentoring. Thousand Oaks, CA: Sage, 30–43. Google Scholar | Crossref
Riiser, K , et al. (2019) Physical activity in young schoolchildren in after school programs. Journal of School Health 89(9): 752–758. DOI: 10.1111/josh.12815. Google Scholar | Crossref
Roda, A (2017) More [time] is better or less is more? Neoliberal influences on teaching and learning time. Journal of Education Policy Routledge 32(3): 303–321. DOI: 10.1080/02680939.2016.1255917. Google Scholar | Crossref
Rodríguez, H, Ríos, O, Racionero, S (2012) Reconfiguración de la educación compensatoria en base a las evidencias científicas. Actuaciones inclusivas para la igualdad de resultados, Revista de Educacion (EXTRA 2012): 67–87. DOI: 10.4438/1988-592X-RE-2012-EXT-207. Google Scholar | Crossref
Rosenthal, R, Jacobson, L (1968) Pygmalion in the classroom: teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston. Google Scholar | Crossref
Roth, JL, Malone, LM, Brooks-Gunn, J (2010) Does the amount of participation in afterschool programs relate to developmental outcomes? A review of the literature. American Journal of Community Psychology 45(3–4): 310–324. DOI: 10.1007/s10464-010-9303-3. Google Scholar | Crossref | Medline
Smith, C, Peck, SC, Denault, AS, et al. (2010) Quality at the point of service: profiles of practice in after-school settings. American Journal of Community Psychology 45(3–4): 358–369. DOI: 10.1007/s10464-010-9315-z. Google Scholar | Crossref | Medline
Steinmann, I, Strietholt, R, Caro, D (2019) Participation in extracurricular activities and student achievement: evidence from German all-day schools. School Effectiveness and School Improvement 30(2): 155–176. DOI: 10.1080/09243453.2018.1540435. Google Scholar | Crossref
Thompson, AE, Greeson, JKP, Brunsink, AM (2016) Natural mentoring among older youth in and aging out of foster care: a systematic review. Children and Youth Services Review 61: 40–50. DOI: 10.1016/j.childyouth.2015.12.006. Google Scholar | Crossref
Trainor, A A, Graue, E (2014) Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education 35(5): 267–274. DOI: 10.1177/0741932514528100. Google Scholar | SAGE Journals | ISI
Ulla, S, Manzanares, A (2014) Evaluación longitudinal y de resultados percibidos del Programa de Acompañamiento Escolar en Educación Primaria del PROA [Longitudinal evaluation and perceived results of the Primary Education School Mentor Programme – Plan for Reinforcement, Guidance and Support (PROA), Revista de Educacion 366: 215–242. DOI: 10.4438/1988-592X-RE-2014-366-272. Google Scholar | Crossref
UNESCO (2017) A Guide for Ensuring Inclusion and Equity in Education. UNESCO. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000248254 (accessed 18 March 2020). Google Scholar
UNESCO (2005) Guidelines for Inclusion: Ensuring Access to Education for All. UNESCO. Available at: http://www.ibe.unesco.org/sites/default/files/Guidelines_for_Inclusion_UNESCO_2006.pdf (accessed 18 March 2020). Google Scholar
UNICEF and UIS (2016) Monitoring education participation: framework for monitoring children and adolescents who are out of school or at risk of dropping out. UNICEF Series on Education Participation and Dropout Prevention, Vol I. UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (accessed 18 March 2020). Google Scholar
Van Dam, L, Smit, D, Wildschut, B, et al. (2018) Does natural mentoring matter? A multilevel meta-analysis on the association between natural mentoring and youth outcomes. American Journal of Community Psychology 62(1–2): 203–220. DOI: 10.1002/ajcp.12248. Google Scholar | Crossref | Medline
Vance, F (2016) Understanding adolescents’ skill-building in the after-school context. Youth & Society 50(7): 966–988. DOI: 10.1177/0044118X16649620. Google Scholar | SAGE Journals
Wang, MT, Holcombe, R (2010) Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal 47(3): 633–662. DOI: 10.3102/0002831209361209. Google Scholar | SAGE Journals | ISI
Webster, R, Blatchford, P, Bassett, P, et al. (2011) The wider pedagogical role of teaching assistants. School Leadership and Management 31(1): 3–20. DOI: 10.1080/13632434.2010.540562. Google Scholar | Crossref
Woodland, MH (2016) After-school programs: a resource for young black males and other urban youth. Urban Education 51(7): 770–796. DOI: 10.1177/0042085914549361. Google Scholar | SAGE Journals | ISI
Yohalem, N, Wilson-Ahlstrom, A (2010) Inside the black box: assessing and improving quality in youth programs. American Journal of Community Psychology 45(3–4): 350–357. DOI: 10.1007/s10464-010-9311-3. Google Scholar | Crossref | Medline
Zimmerman, BJ (2000) Self-efficacy: an essential motive to learn. Contemporary Educational Psychology 25: 82–91. DOI: 10.1006/ceps.1999.1016 Google Scholar | Crossref | Medline | ISI