Author(s)

LiHong Long

Affiliation(s)

Yinchuan No.3 Middle School, Yinchuan 750000, Ningxia, China.

Corresponding Author

LiHong Long

ABSTRACT

This paper presents a comprehensive analysis of the implementation challenges facing after-school services under China’s "Double Reduction" policy, with a specific focus on issues related to teaching staff, curriculum design, and resource allocation. It identifies key obstacles such as teacher shortages, lack of diverse and engaging curricula, and insufficient educational resources, which collectively hinder the effectiveness of these services. In response, the study puts forward a series of practical strategies aimed at enhancing the quality and efficiency of after-school provision. These include optimizing the structure and capacity of the teaching workforce through professional development and flexible recruitment, innovating the curriculum system to incorporate interdisciplinary and interest-oriented learning activities, and improving the integration and expansion of resources via digital platforms and community partnerships. The proposed measures are designed to not only address current operational difficulties but also to promote the sustainable and high-quality development of school-based after-school services. Ultimately, this research seeks to support the broader goals of the "Double Reduction" policy in reducing academic burdens and strengthening holistic education, thereby creating a more supportive and enriching environment for students’ growth.

KEYWORDS

Double reduction policy; After-school services; Difficulties; Improvement strategies

CITE THIS PAPER

LiHong Long. Implementation difficulties and quality-efficiency improvement strategies of after-school services under the "double reduction" policy. World Journal of Educational Studies. 2025, 3(4): 25-28. DOI: https://doi.org/10.61784/wjes3064.

REFERENCES

[1] Wang G. Research on the Implementation Quality of Junior High School After-School Services Under the "Double Reduction" Policy Background. Master's thesis, Jiangnan University, 2024.

[2] Yang H. Research on the Construction of an Evaluation Index System for the Quality of After-School Sports Services in Primary and Secondary Schools in Changchun Under the "Double Reduction" Policy. Master's thesis, Jilin Sport University, 2024.

[3] Feng Z. Challenges and Pathway Analysis of After-School Sports Services in Taiyuan Junior Middle Schools Under the "Double Reduction" Policy. Master's thesis, Tianjin Sport University, 2024.

[4] Lauer P A, Akiba M, Wilkerson S B, et al. Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 2006, 76(2): 275–313.

[5] Halpern R. A different kind of child development institution: The history of after-school programs for low-income children. Teachers College Record, 2002, 104(2): 178–211.

[6] Smith C, McGovern G, Larson R, et al. Preparing youth to thrive: Methodology and findings from the social and emotional learning challenge. Journal of Youth Development, 2016, 11(3): 162–187.

[7] Devaney E, Johnson S. The state of the afterschool workforce. National AfterSchool Association, 2017.

[8] James-Burdumy S, Dynarski M, Deke J. After-school program effects on behavior: Results from the 21st Century Community Learning Centers national evaluation. Educational Evaluation and Policy Analysis, 2008, 30(4): 422–443.