After-School Time and Children's Behavioral Adjustment.

After-school time was examined for 206 urban children in first through fourth grades. The sample varied in race/ethnicity (African American, European American, and Hispanic American children) and SES. Children spent time after school in a variety of settings, engaged in a range of activities. Mothers/guardians of lower-in come children reported greater externalizing problems among children in unsuper vised care (self-care or sibling care), and fewer internalizing problems among children attending after-school programs, after controlling for family and child char acteristics. There were no such associations for middle-income children. Children