Policy Recommendations

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This document presents policy recommendations to address critical issues affecting children and families in Alaska, including the achievement gap, childhood abuse and neglect, early childhood mental health, foster care numbers, and social-emotional learning. The goal is to promote early intervention, support family stability, improve access to quality education and mental health services, and foster resilience within communities through evidence-based strategies and state-level initiatives.

Alaska faces a significant achievement gap, predominantly impacting disadvantaged children who have limited access to high-quality early childhood education due to cost barriers. Research indicates that early brain development is most rapid in the first three years of life, with up to 80% of adult brain volume achieved by this age (Investing in Alaska's Young Children, 2016). To mitigate this gap, the state should continue funding programs like Learn and Grow, which incentivize care providers to meet high standards. Additionally, expanding financial aid through the Childcare Assistance Program can help low-income families afford quality childcare, ensuring that children from all backgrounds have a strong start in life.

Childhood abuse and neglect remain pressing issues in Alaska, with rates exceeding national averages (Prevent Child Abuse Alaska, 2016). Families under stress, lacking social support systems, are particularly vulnerable. To confront this challenge, the state must support programs rooted in the Strengthening Families framework developed by the Center for the Study of Social Policy (n.d.), which emphasizes parental resilience, social connections, parenting knowledge, concrete support, and children’s social-emotional competence. Continued investment in this approach, including expanding training and toolkit distribution, can reduce abuse and neglect cases, fostering safer family environments across Alaska.

Early childhood mental health is often overlooked, primarily due to limited support and screening in preschool settings. Children exhibiting challenging behaviors are typically too young for mental health diagnoses, and pediatric visits are often brief, missing early signs of developmental or emotional issues. Alaska’s Infant Learning/Early Intervention Program has increased screening through tools like the Ages and Stages Questionnaire (ASQ) and the Social-Emotional-Emotional (ASQ:SE) (Free Developmental Screening, n.d.). However, the inconsistent use of the ASQ:SE is a barrier to early identification of mental health concerns. The state should adopt policies that mandate the routine use and integration of both tools in pediatric and early childhood settings, ensuring timely intervention to support mental wellness.

The growing number of children in foster care, nearly three thousand as of January 2018 (Alaska Office of Children’s Services, n.d.), signifies a need for alternative family preservation strategies. The Safe Families for Children program, which employs volunteer host families to care for children temporarily while supporting families in crisis, has shown promise in maintaining family connections and preventing unnecessary removals (Ross, 2017). Alaska should implement a similar program at a broader scale, leveraging community and faith-based organizations to provide safe, supportive homes for children while enabling parents to receive necessary help. Such approaches prioritize family preservation and continuity, reducing trauma and promoting better outcomes.

Social-emotional learning (SEL) is vital for children's overall development, particularly in light of high rates of abuse and neglect. SEL helps children develop emotional regulation, relationship skills, and resilience, forming a foundation for academic success and social competence. Despite its importance, SEL often lacks consistency across schools, leading to uneven implementation. The Anchorage School District (n.d.) and other districts currently employ various SEL programs, but a coordinated, statewide curriculum is needed. The Alaska Department of Education should select and mandate a comprehensive, evidence-based SEL curriculum to ensure uniformity, facilitate training, and support effective implementation across all schools. This consistency will help children build vital social-emotional skills, fostering healthier communities.

References

• Alaska Office of Children’s Services statistical information [Table]. (n.d.). Retrieved from https://www.cts.asdk12.org
• Anchorage School District. (n.d.). Direct instruction programs. Retrieved March 10, 2018, from https://www.asdk12.org
• Center for the Study of Social Policy. (n.d.). The research behind Strengthening Families. Retrieved from https://cssp.org
• Free developmental screening. (n.d.). Retrieved March 10, 2018, from https://www.earlylearning.alaska.gov
• Investing in Alaska's young children. (2016). Retrieved from https://www.alaska.gov/children
• McDowell Group. (2017). Prevent child abuse and neglect in Alaska. Retrieved from https://www.mcdowellgroup.com
• Pittz, S. (2017, July 20). Strengthening Families Alaska is on the move! [Blog post]. Retrieved from https://www.alaskachildrenstrust.org
• Prevent Child Abuse Alaska. (2016). Annual report. Retrieved from https://www.preventchildabuse.org
• Ross, T. (2017, January 19). Program gives TLC to families in crisis. Homer News. Retrieved from https://www.homernews.com
• Investing in Alaska's Young Children [Leaflet]. (2016). Retrieved from https://www.alaska.gov/children