Hybrid spatial organization and evidence for magnitude-independent neural coding of linguistic information during sentence production.

Adolescents face many challenges coming out of the COVID‐19 pandemic. Already rising rates of adolescent suicide, depression, and anxiety further worsened during and after the pandemic (Ivey‐Stephenson et al. ; Jones et al. ; Warhadpande et al. ; Wilson and Dumornay ). These declines in mental health occurred alongside increases in cardiovascular risk factors such as obesity, insulin resistance, and physical inactivity (Lange et al. ; Warhadpande et al. ), leaving schools with the daunting task of addressing pandemic‐related declines in academic achievement amongst adolescents struggling with both their mental and physical health. Schools in communities with fewer resources are disproportionately challenged with addressing these declines as families in these communities had less access to support during and after the pandemic, which may have widened already existing academic and health disparities (Anders et al. ; Oberg et al. ; White et al. ). Afterschool programs are well‐positioned to help address these challenges; they can extend social and physical health benefits of the school day into a time in which adolescents are likely to otherwise be alone and involved in sedentary, screen‐time behaviors (Haycraft et al. ). School‐based afterschool programs provide an environment to reach adolescents from disadvantaged or marginalized backgrounds at heightened risk for adverse health outcomes (White et al. ). However, infrastructural support for these programs and staff turnover are ongoing challenges to providing quality afterschool programming, particularly in low‐resource communities (Frazier et al. ). These challenges were exacerbated by the pandemic. In Fall of 2021, 51% of out‐of‐school‐time providers reported being extremely concerned about finding staff to hire (Afterschool Alliance ). Teachers who usually stayed after school to lead afterschool programming experienced burnout and lacked capacity to assist with programming outside of school hours. This staff shortage contributed to increased afterschool programming costs (Afterschool Alliance ), which can worsen disparities in the availability of quality programming to adolescents in lower‐resourced communities and those from racial and ethnic minority groups. Schools in these communities need support to help provide quality, affordable programming to adolescents. Afterschool programs are uniquely suited to deliver integrated social‐emotional and physical health opportunities through empowerment‐based approaches (Zimmerman ; Zimmerman and Eisman ), but to our knowledge, no afterschool programs exist that explicitly integrate nutrition education, physical activity, and social‐emotional learning for adolescents. Addressing these areas of health simultaneously may appeal to time and resource‐constrained schools as an efficient way to improve adolescents' physical and emotional well‐being. Yet, most school‐based interventions focus on only one area of health at time, disregarding how health behaviors are interconnected and tend to cluster (Bonnesen et al. ). Addressing either social‐emotional or physical health can create synergies for the other area of health (Kalata et al. ; Wade et al. ). For example, social connections help explain some of the mental health benefits of physical activity (Lubans et al. ). Social connection and support are also critical to youth engagement in physical activity (e.g., peer acceptance, peer affiliation, peer modeling of physical activity, and peer praise for physical activity) (Fitzgerald et al. ). In turn, physical activity can facilitate social connections by providing opportunities to learn and practice social skills that deepen the quality of social relationships (Eime et al. ). As another example, self‐awareness of recognizing internal cues for hunger and fullness and emotional awareness of reasons for eating like stress or boredom are components of mindful eating approaches to improve dietary consumption (Fernández‐Demeneghi et al. ).