The AmeriCorps Senior Foster Grandparent Program: Building Intergenerational Bridges in Classrooms.
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| Title: | The AmeriCorps Senior Foster Grandparent Program: Building Intergenerational Bridges in Classrooms. |
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| Authors: | Lee, Youjung (AUTHOR), Keefe, Francie (AUTHOR), Bronstein, Laura R (AUTHOR) |
| Source: | Children & Schools. Jul2026, Vol. 48 Issue 3, p163-171. 9p. |
| Subjects: | Supervision of employees, School environment, Professionalism, Life, Community health services, Health services accessibility, Qualitative research, Librarians, Interviewing, Schools, Mentoring, Judgment sampling, Thematic analysis, Teachers, Information services, Volunteers, Child development, Academic achievement, Interpersonal relations, Social support, Psychosocial factors, Intergenerational relations, School health services, COVID-19 pandemic, Social isolation, Old age |
| Geographic Terms: | New York (State) |
| Abstract: | Older adult volunteers in schools help multiple generations: youth, adults serving as teachers, and older adults themselves. Considering the multiple positive impacts of classroom volunteering, it is important to explore the perceptions and experiences of supervisors of the older adult classroom volunteers. In this qualitative study, in-depth interviews with 12 supervisors working with older adult classroom volunteers via the Foster Grandparent Program were conducted. Interview data were analyzed through thematic analysis, which elucidated three overarching themes: (1) the impact older adult classroom volunteers have on multiple generations; (2) foster grandparents' isolation and need for program participation during the pandemic; and (3) perspectives on schools offering comprehensive services for aging populations. Findings from this study on unique opportunities for intergenerational engagement for children, older adults, and professionals working with children guide an innovative approach to classroom volunteering. By involving older adults in classroom volunteering, schools can have an evolving role as a resource center for multiple generations in communities, supporting children's optimal development, supporting teachers, and minimizing older adults' social isolation. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Older adult volunteers in schools help multiple generations: youth, adults serving as teachers, and older adults themselves. Considering the multiple positive impacts of classroom volunteering, it is important to explore the perceptions and experiences of supervisors of the older adult classroom volunteers. In this qualitative study, in-depth interviews with 12 supervisors working with older adult classroom volunteers via the Foster Grandparent Program were conducted. Interview data were analyzed through thematic analysis, which elucidated three overarching themes: (1) the impact older adult classroom volunteers have on multiple generations; (2) foster grandparents' isolation and need for program participation during the pandemic; and (3) perspectives on schools offering comprehensive services for aging populations. Findings from this study on unique opportunities for intergenerational engagement for children, older adults, and professionals working with children guide an innovative approach to classroom volunteering. By involving older adults in classroom volunteering, schools can have an evolving role as a resource center for multiple generations in communities, supporting children's optimal development, supporting teachers, and minimizing older adults' social isolation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15328759 |
| DOI: | 10.1093/cs/cdag008 |
