Identifying best practices for advancing access, equity, and inclusion in code club settings

Background and Context: As programming becomes increasingly popular for children, non-formal learning environments such as code clubs play a vital role in fostering their interest and engagement in computing. However, ensuring equitable access and sustained participation remains a significant challenge. Objective: To identify best practices in educational and management strategies employed by European code club practitioners to advance access, equity, and inclusion in non-formal computing education. Method: A mixed sampling approach was applied to conduct semistructured interviews with 17 code club practitioners from eight European countries. The data analysis process followed Bingham's five-phase qualitative analysis, drawing on deductive and inductive coding strategies. Findings: Our findings highlight diverse approaches practitioners employ to reduce participation barriers, support learners' engagement and emotions, and create inclusive learning environments. Despite these efforts, challenges persist in reaching and retaining underrepresented groups, underscoring the need for strong approaches to equity-centered designs. Implications: The equity-related strategies and interventions identified in this study contribute valuable insights and inspiration for policymakers, educators, and practitioners in both non-formal and formal educational settings seeking to promote social justice in their pedagogical approaches, organizational structures, and policy development.