August 15, 2018
Quality Programming for Participant Retention
Delivering a quality product and great service to customers keeps them coming back. Extension and 4-H programs are no different! When participants feel they are a part of a quality program, they are more likely to return. There are unique factors and conditions we should understand when working all groups, especially as we reach out to low resource populations. Being knowledgeable, compassionate, and respectful helps us to overcome barriers to retention.
Factors Affecting Retention
• Parental depression, history of anti-social behavior, and adverse child rearing practices have been associated with lower rates of attendance. So, it is imperative for staff to project a lack of judgment and show sensitivity. It is also recommended that staff be knowledgeable of local support resources; providing linkages to referral supports and community resources in response to participants’ concerns positively impacts engagement (e.g., parenting classes, support groups, or counselors).
• Low-income families can be subject to higher levels of negative and unpredictable life events, have fewer resources to compensate for emergencies, and may relocate more frequently. By building a rapport with participants and taking a personal interest in their lives, facilitators can stay alert to potential barriers to participation (e.g., changes in contact information) and proactively provide resources.
• Privacy concerns or an aversion to personal disclosure can be a barrier to program registration and evaluation participation. Reassure potential participants that the information they share is confidential and not linked to their identity.
• When some participants fall behind, they may tend to withdraw or give the impression they do not care, when in reality, they may fear being embarrassed in front of their peers. Coordinating staff and volunteers should actively reach out to participants if they miss a single session. Phone contact can serve to encourage participants to return. Facilitators should also make an effort to share and explain the content and materials that the participants missed.
• Assess the educational attainment and literacy levels of participants; challenging program activities or “homework” (e.g., with a lot of reading or math) could discourage or embarrass individuals with lower reading or comprehension levels. Simplified curriculum materials, hands-on practice activities, and reading materials aloud to participants can increase comfort and engagement.
Strategies to Increase Engagement and Retention
• Provide training and conduct program observations to ensure that volunteers deliver the program with high energy, positive regard, and a commitment to fidelity.
• Ensure the staff and volunteers understand and can articulate the core curriculum components and the desired outcomes of the program. Facilitators will become more adept at framing, responding to questions strategically, and emphasizing key learning points.
• Incorporate fun activities and opportunities for social bonding.
• Build leadership opportunities into the programing.
• Involve parents/guardians and their youth in shared family learning and skill practice.
• Empower participants and build self-efficacy by focusing on strengths. Building confidence can improve participant retention as well as increase the probability of positive program outcomes.
• Be friendly, use names, and demonstrate a personal interest in participants’ lives. Developing positive relationships increases participants’ sense of belonging and a connection to leaders and other participants which can motivate consistent attendance.
• Be sensitive to disabilities and literacy levels and adjust delivery to maximize learning and avoid any embarrassment by the participants. For example, if a participant has a vision impairment, read the materials aloud to the group.
• Leaders should be continually supported in projecting a non-judgmental acceptance and practicing skills that build rapport with participants (i.e., active listening, sensitivity, flexibility, punctuality, positive demeanor, and pleasant tone of voice).
*Prepared with the Children, Youth, and Families At-Risk (CYFAR) Professional Development and Technical Assistance (PDTA) Center.