Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative

Gandhi, Allison Gruner; Slama, Rachel; Park, Soo‐Young; Russo, Patrick; Winner, Kendra; Bzura, Robin; Jones, Wehmah; Williamson, Sandra

doi:10.1080/19345747.2017.1413691

Cited by 12 publications

(5 citation statements)

References 30 publications

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“…These studies also found measurable decreases in grade retention, dropout rates, and absenteeism (Moore & Emig, 2014). A study of the Massachusetts Department of Elementary and Secondary Education Wraparound Zones program, which set up partnerships with community groups to improve school climate and address students' nonacademic needs, found student outcomes on state English language arts and math assessments in wraparound schools were significantly better than those in matched schools (Gandhi, et al, 2015).…”

Section: Integrated Student Servicesmentioning

confidence: 99%

Implications for educational practice of the science of learning and development

Darling‐Hammond

Flook

Cook-Harvey

et al. 2019

Applied Developmental Science

1,290

719

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This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Situating the review in a developmental systems framework, we synthesize evidence from the learning sciences and several branches of educational research regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children's well-being, healthy development, and transferable learning. In addition, we review research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.This work is situated in a relational developmental systems framework that looks at the "mutually influential relations between individuals and contexts" (Lerner & Callina, 2013, p. 373). This framework makes it clear how children's development and learning are shaped by interactions among the environmental factors, relationships, and learning opportunities they experience, both in and out of school, along with physical, psychological, cognitive, social, and emotional processes that influence one another-both biologically and functionally-as they enable or undermine learning (Fischer & Bidell, 2006;Rose, Rouhani, and Fischer, 2013). Although our society and our schools often compartmentalize these developmental processes and treat them as distinct from one another-and treat the child as distinct from the many contexts she experiences-the sciences of learning and development demonstate how tightly interrelated they are and how they jointly produce the outcomes for which educators are responsible.Key insights from the science of learning and development are that the brain and the development of intelligences and capacities are malleable, and the "development of the brain is an experience-dependent process" (Cantor et al., 2018, p. 5), which activates neural pathways that permit new kinds of thinking and

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Section: Integrated Student Servicesmentioning

confidence: 99%

Implications for educational practice of the science of learning and development

Darling‐Hammond

Flook

Cook-Harvey

et al. 2019

Applied Developmental Science

1,290

719

View full text Add to dashboard Cite

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“…These previous study findings addressed the importance of implementing school-level interventions to reduce overall school suspension to maximize the effect of mental health services in schools. The evaluation reports of community school models show mixed findings on the effect of the community schools in reducing school-level suspension (Frankl, 2016; Gandhi et al , 2016). It is difficult to determine if mental health care through community school models directly reduces school suspension unless the specific association is tested and publicly reported.…”

Section: Review Resultsmentioning

confidence: 99%

Mental health care provided through community school models

Olubiyi

Futterer

Kang-Yi

2019

JMHTEP

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Purpose The purpose of this paper is to comprehensively identify and synthesize the mental health care provided through diverse community schools implemented in the USA. Design/methodology/approach Using PubMed, community school model websites and Google Search, we identified 21 community school models that publicly reported outcomes and conducted full review of these models. The authors also conducted e-mail and telephone communication with ten program directors and evaluators to gain insights into successes and lessons learned through implementing community school models based on community partnership. Findings Provision of mental health care though community schools leads to reducing school suspensions, disciplinary referrals, problem presentation, and risk behaviors, and improving school grades, personal responsibility, future aspiration, and family engagement. Research limitations/implications Developing standardized outcome measure for the evaluation of mental health care provided through community school models is important to establish evidence that leads policymakers and practitioners into action. Information toolbox to guide mental health administrators and practitioners about future funding and partnership mechanisms for successful implementation and sustained mental health care through community school models can be useful. Originality/value This systematic literature review provides insights into the current practice and future direction in the provision and evaluation of mental health care through community school models and addresses concrete research and practical implications to guide mental health professionals.

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“…Notably absent from this literature is the lack of meaningful subgroup analysis among disability status and race and ethnicity, as well as consistency in how students are grouped with respect to disability or race. Studies overwhelmingly ( n = 14) categorize SWDs under generic umbrella terms, including IEP status (DiPerna et al, 2018; Gomez Varon, 2020), special education (Bakosh, 2013; Bradshaw et al, 2009; DiPerna et al, 2015, 2016, 2018; Fairclough, 2016; Gandhi et al, 2018; Hetrick, 2018; Leos-Urbel & Sanchez, 2015; Malatino, 2011; Reinke et al, 2018; Wiedermann et al, 2020) or having disabilities in general (Osher et al, 2014; see Table 2). Three studies examined disabilities more narrowly by breaking down disability status: by severity (mild, moderate, severe; Meyer & Ostrosky, 2016); emotional, behavioral, and learning disorder (Murray et al, 2018); and having a “mental/physical disability” and “emotional behavioral disability” (Neace & Muñoz, 2012).…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

Cipriano¹,

Naples²,

Eveleigh

et al. 2022

Review of Educational Research

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The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.

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Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative

Cited by 12 publications

References 30 publications

Implications for educational practice of the science of learning and development

Implications for educational practice of the science of learning and development

Mental health care provided through community school models

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

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