Post written by Howard Adelman, PhD, and Linda Taylor, PhD, codirectors of whole child partner Center for Mental Health in Schools at UCLA.
The Whole School, Whole Community, Whole Child Model provides another opportunity to get back to policy basics.
A fundamental societal need is to end the marginalization (and ongoing fragmentation) of efforts to transform how schools address barriers to learning and teaching and re-engage disconnected students. To this end, our work emphasizes embedding all specific initiatives into a broad school improvement framework that can guide development of a unified and comprehensive system of student and learning supports. Such a framework enables using the growing interest in the "whole" as a catalyst to effectively weave together the full range of existing school-home community resources.