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Youth-staff relationships and program activities are important elements in designing high-quality afterschool activities that promote a broad range of outcomes. Using a qualitative approach, Latinx adolescents were interviewed (n = 28, 50% girls) about their experiences in a university-based afterschool math enrichment activity. Findings under the first goal of the study suggest that Latinx adolescents perceived changes in their math-specific outcomes (e.g., problem-solving skills), future science, technology, engineering, and mathematics (STEM) pathways (e.g., envisioning a future career), and social-emotional skills (e.g., relationship skills) as a result of participating in the activity. Under the second goal of the study, findings identified the specific practices that adolescents thought promoted those outcomes, including incorporating advanced math concepts and engaging in collaborative learning, engaging in campus tours and informal conversations, and using culturally responsive practices. The findings from this study can be leveraged by scholars and educators to design, further strengthen, and evaluate high-quality afterschool activities.

Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents' developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to accomplish a shared goal, is often difficult for adolescents to navigate. Utilizing qualitative methods, the purpose of this study was to identify ASP mentoring strategies that promote collaborative learning among adolescent participants. Based on the experiences and perspectives of college student mentors who serve as frontline staff of a math enrichment ASP for Latino/a middle school students, we identified four mentoring strategies that promote collaborative learning: (1) nurturing personal connections with and among youth, (2) establishing positive group norms, (3) strategically splitting groups and work, and (4) modeling collaborative behaviors. These strategies reflect best practices that frontline staff can utilize to promote adolescents' collaborative learning, skill development, and engagement in ASPs. Practical implications and directions for future research are discussed.