This literature review of what is known about the effectiveness of intergenerational practice aimed to address the following research questions: (1) What research on intergenerational practice has been carried out since 2002, with a particular focus on the UK, but also drawing on international evidence? (2) What kinds of outcomes can be achieved through intergenerational practice and for whom? (3) How do the outcomes for different groups relate to the social objectives present in government policy? and (4) What are the characteristics of effective intergenerational practice?

Toolkit with information on creating intergenerational shared sites, including using existing school buildings to become community/senior centers.

This aims to provide the facts and figures to help individuals and organizations make the case for an intergenerational shared site program in their community. Divided into three sections, the first provides general information on shared sites, the second on the rationale behind shared sites, and the final section on proven results of these types of programs. 19p.

This is designed to provide assistance on dealing with some of the obstacles that may appear when developing a shared site. It highlights some of the common challenges facing intergenerational shared sites; recommendations to address these challenges; and when available, suggest resources for further information 23p.

This guide provides brief background information on shared sites, recommendations on developing intergenerational activities, tips for facilitators, 50 intergenerational activities, and more. 82p.

This guide provides general information on program development, highlights tips from different programs, and identifies relevant resources. It includes a chapter on designing and building intergenerational facilities, describing the special and complex needs of accomodating children and elderly in a shared site facility. 117p.

Communities for all ages are those that promote the well-being of children, youth, and older adults, strengthen families, and provide opportunities for ongoing, mutually beneficial interaction among age groups. This describes benefits, challenges, planning, and funding strategies. 15p.

This report features 20 community school models across the country that help to improve student performance by mobilizing community resources in support of student learning. These resources include after school, youth development, family support, health and mental health, parenting and adult education, employment, and other services and opportunities. This brings together research from multiple disciplines that support the five conditions for learning that the Coalition for Community Schools believes are necessary for all students to learn. The report also offers important lessons learned in creating community schools, and an action agenda for school and community leaders. 133p.

This document argues the importance of schools' actual and potential role for adult learners in England and recommends ways of overcoming the barriers to participation created by current priorities, policies, and practices. Chapter 1 discusses the following themes: (1) the role of learning in a program for communities in crisis; (2) how priorities for learning are perceived in the context of helping communities in crisis; (3) schools as sites for neighborhood learning; and (4) community engagement and ownership. Chapter 2 reviews existing and potential delivery models and practices, including the following: (1) more established models such as classes on school premises and joint use of premises and self-financing; (2) the concept of the "full-service school"; and (3) "new platforms" with potential for engaging adults (including special status for secondary schools, enrichment schemes, and out-of-school-hours activities). Chapter 3 discusses the barriers to schools assuming a greater role in educating adults, including the lack of continuity of funding and lack of a consistent view about schools relationships' with their communities and adult learners, and offers examples of how partnerships can overcome these barriers. 51p.

Examining the trend toward an older U.S. population, this publication discusses why educators and school facility planners should consider designing multipurpose schools that specifically contribute to stronger intergenerational links. Reasons include: ending age segregation, enriching the lives of children and seniors, creating support for public education, and keeping seniors healthy and learning. The twelve-page publication also discusses the challenges and opportunities of such efforts, including the diversity of retirees, issues of joint venture, funding, cost savings, accessibility, finding space, using space wisely, giving new life to historic school buildings, security, and staffing. The publication includes numerous case studies and fifteen references. 12p.

This publication addresses the short- and long-term plans for the promotion, development, and expansion of intergenerational shared sites and shared resources in communities across the country. Shared sites include indoor and outdoor spaces designed and built specifically for children, youth, and older adults. This includes an extensive list of references. 38p.

This book documents examples of intergenerational learning, reflecting a wide range of approaches and goals. It describes a literacy enhancement project in which senior citizens work with elementary students, an intergenerational orchestra whose members range in age from 6 to 88, an intergenerational living history theater project, and an across-age community-service/action program. The book offers specific advice on how to plan, develop, and sustain similar programs, along with resources to assist those efforts. 144p.

This guide focuses on creating educational and social service programs for seniors at Department of Housing and Urban Development (HUD) properties. Chapter 1 describes an intergenerational program at three properties receiving HUD assistance in Portland, Oregon, where seniors teach and learn from young students through interactive educational activities. It discusses barriers the properties faced and shares lessons learned by residents and staff. Chapter 2 provides these strategies for others to develop an intergenerational program: conduct a needs assessment; build a partnership with area schools and youth organizations; establish measurable goals and objectives; develop a monitoring and evaluation plan; have a clear, realistic program design and budget; provide transportation; recruit, select, and match participants; prepare and train staff and participants; coordinate and supervise activities; recognize and support participants; and publicize results. 23p.

Report on an intergenerational project in which rural schools and agencies/facilities serving older persons were brought together to help young children build the reading skills necessary for academic success. Intergenerational programs such as this can help schools reach higher standards while providing meaningful volunteer activities for older persons. This manual aims to assist other schools in creating similar programs. Chapters explain what intergenerational programs are; the importance of focusing on young children and reading; how senior volunteers help support reading in the classroom; other ways intergenerational programs can help students; what teachers can expect from senior volunteers; what senior volunteers can expect from a school and in a classroom; how schools can begin one of these programs; the importance of training and orientation activities; how the program can grow and develop; the resources needed; special issues that may arise; and where to get more information. 53p.

This paper uses survey data to examine support among voters from different age cohorts for public school spending. The survey asked potential voters in California how they intended to vote on two initiatives, one a statewide initiative that would increase spending on public schools throughout the state and the other a local initiative that would increase spending only in the respondent’s local school district. It finds that older voters without children generally oppose increases in state spending but are much more willing to support local spending. We examine two explanations for this voting pattern, namely the capitalization of local spending into housing values and intergenerational altruism. It conclude that both factors (capitalization and intergenerational altruism) probably play important roles in sustaining support among older voters for local school spending. [Authors' abstract] 29p.

A volunteer program coordinator developed and implemented an 8-month practicum study that provided opportunities for interaction between 20 elderly adult tutors--residents of 2 senior citizen facilities--and 37 fourth-, fifth-, and sixth-grade students at five elementary schools in low- and middle-class metropolitan black communities. Program evaluation data indicated that the seniors experienced increased life satisfaction, provided students with additional opportunities for school success, and helped develop students' positive self-concepts. Students grew in areas in which they were tutored. 82p.

Advice for university campus officials who want to offer intergenerational living residences: look to internal resources and existing facilities; provide mutually beneficial offering; and get the word out.

Addresses the need to gain the approval of mature voters when funding schools. This constituency is typically politically active, frequently without children attending school, and often wary of higher taxes. Minimizing the impact of school projects on tax rates, mobilizing young families, proactive communication, and taking a stand against opposition are discussed.

Profiles apartment communities where students, faculty, and retirees are co-housed. Facilities profiled are Ohio Wesleyan University's Austin Manor, contained within a former dormitory, and Ithaca College's off-campus Longview facility, which is part of Ithaca's senior care program.

Discusses ways that schools can be designed for community use, above and beyond after-hours access to performance and recreational facilities. Spaces that accommodated inter- generational use and accommodation of a variety of community services are recommended.

The purpose of this study was to examine the effects of an intergenerational program on children's attitudes toward older people. Four 4th grade classes, one each during the years 2002 through 2005, participated in the study. The elders and school children engaged in meaningful activities over a 5 month period, including the performance of a play and the creation of a book of biographies and stories. The findings indicate that after the program, 9 of 17 items showed statistically significant improvements in children's attitudes toward older people. The results demonstrate that a multidimensional project can improve children's views of growing old.

This describes a growing trend of seniors who are moving to retirement communities affiliated with colleges. They are attracting individuals who view retirement as an opportunity for new intellectual pursuits. College-linked communities are available at 70 campuses, including Cornell, Dartmouth, Duke, Notre Dame, Penn State, Stanford and the University of Michigan. In many cases, the communities are run by real estate developers.

This paper highlights several innovative accounts of designers actively planning and constructing physical environments that are responsive to intergenerational engagement goals. A "conceptual matrix" is presented which relates intergenerational principles, design concepts, and illustrative applications. The matrix demonstrates how certain environmental design strategies and decisions have produced desired patterns of intergenerational exchange in various settings.

Examines the creation of retirement communities on higher education campuses to capitalize on existing property and enhance the quality of the student and staff experience. This opportunity is presented in the context of educational trends and factors that act as catalysts for the creation of these communities. Institutions considering these developments can use the included criteria for assessing the level of university involvement and level of care to be provided to the residents. Case studies and 37 references are included.

Describes Chicago housing for seniors that includes a dining hall, library, fitness facility, and Head Start facility for residents who have custody of their grandchildren.

Describes the Langston High School Continuation/Langston-Brown Community Center in Arlington, Virginia. The LEED silver-rated facility anchors the neighborhood, hosting educational programs for preschoolers through senior citizens. Extensive sustainable features include rainwater capture for landscape irrigation, daylighting, porous asphalt, and a charging station for electric vehicles. A listing of the design and construction participants, plans, and photographs are included.

This discusses how taxpayers and other community members are seeking to turn school facilities into round-the-clock educational institutions for people of all ages, including seniors. Several examples of intergenerational schools are given, including the Antonia Crater Elementary School/Senior Citizen Center in Newberg, Oregon, and the Intergenerational School in Cleveland, Ohio.

Colleges are actively recruiting retirees with housing that allows them to live on or adjacent to campus, and with many of the perks enjoyed by faculty and staff. The back-to-campus movement is relatively new. About 20 colleges and universities have sponsored such housing for retirees, and about 40 more have projects in development. Besides the educational and cultural stimulation and free or discounted tuition, a big draw of campus life for seniors is the opportunity to mingle with college kids.

Describes the intergenerational Arlington, Virginia, Langston Brown Community Center, which houses a 135-student continuing education high school a Head Start program, and community recreation, senior citizen, and teen programs and won the grand prize in this competition. Also discussed are eleven citation winners in the categories of new construction, renovation/addition/restoration, and interior design.

A growing number of retirees are returning to college in developments built for older people and situated on or near campuses. College-linked retirment communities are available at 60 campuses nationwide.

This paper focuses on experiences learned from being involved in the development of a sustainable school-based intergenerational program that simultaneously incorporated lifespan education into a Grade 2-3-4 curriculum. The program operated in an Australian primary school. A model was developed through this initiative that involved a tripartite collaborative partnership between school, university educators, and the primary school community (in particular its older adults). Older adult volunteers from the school's community were invited to teach students. The findings from this project indicate that the older adult volunteers were enriched by their involvement in the program and able to provide meaningful learning experiences for students.

Evaluation of an intergenerational shared-site program included observations and videos of 20 children and 27 elders. Interpersonal communication and empathy were cultivated over time. The best activities promoted interaction and relationship building. Environmental factors and teaching style affected outcomes.

Describes demographic trends, rationale, and challenges related to the planning and design of schools and facilities that accommodate the needs of older adults. Includes descriptions of several schools and school-related facilities built with older adults in mind such as the Fairhill Center, an intergenerational school in Cleveland, Ohio.

Declining birth rates and increased distance learning will result in fewer young college students. Higher education institutions must restructure to adapt to future needs. Examples include creating campus retirement communities and converting facilities for use by older adult education programs. (25 references)

Shares some responses from those involved in an ongoing oral history and writing project that connects members from a senior center writing group with children 9 to 12 years old from a self-contained special education program. Hopes that these comments and insights will serve as a parting testimony to the value of such intergenerational efforts.

Describes Noble High School, the largest in Maine. The $33.6 million project has 15 separate, 100-student "communities" within the school, which accommodate the district's project- based, team teaching methods. In addition, the facility serves as a community center for three nearby towns and includes a restaurant, an adult education and senior citizen center, a performing arts center, and a health clinic.

The recreation center was added to the existing high school pool building. It includes a gymnasium; a second floor jogging/walking track; a racquetball court; a senior-citizens’ center with kitchen, an aerobics/dance room with a wood floor, community-use classrooms, reception area, lobby, offices, golf and a cardiovascular fitness room. As part of an agreement between the city and school district, the gym and classrooms are used during the day by the high school. The senior-citizens center kitchen doubles as a concession stand to serve the high school football stadium. Throughout the day and into the evening, the center is used by senior citizens and members for a range of recreational and community activities.

This discusses how the aging of the population affects education. The first section, "Shades of Gray," discusses how as the population ages, schools may face tougher competition for public resources, noting how tensions have surfaced in one Florida county. It examines reasons for older Americans' reluctance to pay taxes and impact fees related to education. Some school leaders hope to persuade more retirees to volunteer in the classroom, both to help students and to bolster community support for public schools. Conflict over how to finance public education fairly could become even fiercer in the coming decades as the proportion of elderly residents on fixed incomes climbs in many communities. On any issue, particularly the school funding issue, older voters are hard to ignore because of their propensity to cast ballots in proportionally higher numbers than any other age group. The question for the future may be how the baby boomers will see things once they enter old age. [Free subscriber registration is required.]

Describes intergenerational programs, usually in cities, that bring older adults into the schools and afterschool programs. These programs show senior citizens the many good qualities of children today and demonstrate for children that older adults still have much to contribute.

Uhlenberg discusses the need to research the amount of contact that children and older people have with one another. There are significant benefits to old and young that might come from greater age integration, and there are social policies that might facilitate increased integration.

This discusses a Florida law case concerning the payment of public school impact fees by a developer of a mobile home park persons aged 55 and older.

Discusses projects to establish school playgrounds that are planned, built, and used by individuals of different generations. Such projects involve set-up, which includes determining needs, selecting a site and project leader, designing the playground, and establishing committees; construction; and follow-up, which includes playground maintenance and the development of a safety awareness program.

AARP is a nonprofit, nonpartisan membership organization dedicated to making life better for people 50 and over. AARP provides information and resources; engages in legislative, regulatory and legal advocacy; assists members in serving their communities; and offers a wide range of products and services for members.

Experience Corps engages people over 55 to tutor and mentor elementary school students struggling to learn to read. Research shows that Experience Corps boosts student academic performance, helps schools and youth-serving organizations become more successful, and enhances the well-being of the older adults in the process.

GU is the national membership organization focused solely on improving the lives of children, youth, and older people through intergenerational strategies, programs, and public policies

Includes peer-reviewed articles on new practice methods, theoretical and applied research, and public policy initiatives on intergenerational concepts and issues.

This organization develops school volunteer, intergenerational, community service, and business partnership programs throughout the United States. Website includes resources, contacts, links, awards, newsletters, and conference information.

NCEF's resource list of links, books, and journal articles on community use of public school facilities during and after school hours.