Out-of-school-time programs are critical assets to promote positive development and, as such, should be sustained, adapted, and innovated to enhance their effectiveness during the pandemic (Ettekal and Agans, 2020). 4-H youth development programs pivoted during the pandemic to provide high-quality opportunities for youth to engage in a meaningful way. Even though program activities and delivery may look different in the future, the basic theory of PYD---providing youth safe and structured contexts, where belonging and mattering are emphasized, that foster developmental relationships with caring adults and provide skills-building opportunities; promote social, emotional, & cognitive development; and elevate youth voice for authentic leadership is the bedrock beneath the path forward (Arnold, 2020). The Kentucky 4-H program provided various opportunities grounded in PYD theory for youth to participate in virtually or at a distance over the last year and a half and those experiences have impacted youth in a positive way as we move forward past the pandemic.

An example of high-quality PYD programming in the 2020-21 program year was the virtual Statewide 4-H Middle School Leadership Club. The club met monthly situated around the traditional 4-H club model with officers, ceremonies, and leadership lessons. The virtual platform allowed the program to initiate a state-level mentorship program between the club members and State Teen Council Members who are senior-level 4-H members. The programming was developed around the Essential Elements of belonging, independence, generosity, and mastery. Members challenged each other with service projects, explored new 4-H projects, attended public government meetings, shared their hobbies through video sharing, and searched out local historical markers in their community.

Through the Statewide 4-H Middle School Club, one 4-Her was encouraged to make and donate over 300 valentine letters to a local nursing home while another made cookies and delivered to the local fire department. Virtual programs encouraged 4-Hers to try new projects like the Country Ham Project, home environment projects, visual arts projects, and natural resource projects. One 4-H parent credits 4-H for opening many doors and windows for their daughter particularly during the past year with COVID-19 restrictions.  4-H programs helped to fill both educational and social gaps for our child. One of my daughter’s best friends who she talks with every day is from Marion County.   They met during the 4-H Middle School Leadership Club.   

The 4-H projects and experiences offered during the pandemic have allowed youth to expand their skills into new areas. An international experience during the pandemic encouraged my daughter to learn origami. By making origami during the 4-H Japanese Girls Day our daughter was able to transfer those skills to the 4-H Entomology Project and create an origami insect collection. Through the pandemic 4-H kept providing opportunities for youth to exercise life-skills, which are skills they can continue to develop and contribute to moving our communities out of the pandemic.