An Evidence-Based Framework for Implementation of a School-Community Partnership.

School-community partnerships (SCPs) are collaborative efforts between schools and community organizations geared toward improving the health of school-age children through care coordination. These partnerships are ideal for youth with acute and chronic illness because they can implement evidence-based interventions and offer skills and education to support youth self-management and academic success. Utilizing the chronic condition of asthma as an exemplar, this article highlights several successful SCPs and how they are mutually beneficial to both the school and community. Additionally, this article offers strategies for stakeholders, including school nurses, to establish an SCP. SCPs lay the foundation for supporting community- and school-based health and lend themselves to a healthier future for youth.

Conductas disruptivas en adolescentes en situación de deprivación sociocultural / Disruptive behaviors in adolescents in a situation of sociocultural deprivation

RESUMEN Introducción: La deprivación sociocultural es un fenómeno multifactorial que incide en los procesos de desarrollo y adaptación de los individuos a sus contextos de socialización y aprendizaje. De ahí la importancia del estudio de los factores predisponentes de la deprivación sociocultural y la disrupción escolar, entre tanto brinda insumos interpretativos que favorecen la comprensión de la influencia de las dinámicas socioambientales en los procesos relacionales y de convivencia en la escuela. Objetivo: Caracterizar las conductas disruptivas en adolescentes en situación de deprivación sociocultural favoreciendo un marco de comprensión que permita entender la génesis de los factores de disruptividad en las dinámicas interaccionales Escuela-Comunidad. Método: A nivel metodológico se suscribió en el paradigma cualitativo con enfoque histórico-hermenéutico y método micro-etnográfico, se utilizaron técnicas como las entrevistas a profundidad y observación participante; el estudio contó con 80 estudiantes provenientes de las comunas 10, 6 y 3, 30 de género femenino y 50 de género masculino con rango de edad de los 13 a 17 años en la ciudad de Pasto, Nariño, con reportes de disrupción escolar y cuyos ambientes sociocomunitarios evidencian factores predisponentes a la deprivación sociocultural. Resultados: Se logran identificar las conductas disruptivas que afectan el proceso de enseñanza aprendizaje y los factores de deprivación sociocultural asociados, seguidamente expone las conductas disruptivas con incidencia en los procesos de convivencia escolar, y se bosqueja un marco interpretativo sobre las consecuencias de la disruptividad en las dinámicas escolares. Conclusiones: La deprivación sociocultural evidencia una situación de desventaja social al momento que los escolares expuestos a sus factores predisponentes cuentan con menos herramientas para la adaptación y aprovechamiento de la experiencia escolar, es además, uno de los detonantes de la disrupción escolar, fenómeno multifactorial que afecta tanto los procesos convivenciales como académicos; y un factor predictor del fracaso escolar.

ABSTRACT Introduction: Sociocultural deprivation is a multifactorial phenomenon that affects the processes of development and adaptation of individuals to their contexts of socialization and learning. Hence, the importance of studying the predisposing factors of sociocultural deprivation and school disruption, meanwhile, it provides interpretative inputs that promote the understanding of the influence of socioenvironmental dynamics on the relationship and coexistence processes in the school. Objective: To characterize the disruptive behaviors in adolescents in a situation of sociocultural deprivation, favoring a framework of understanding that allows us to understand the genesis of disruptive factors in the interaction dynamics of the School-Community. Method: At the methodological level, the qualitative paradigm was subscribed with a historical-hermeneutical approach and a micro-ethnographic method, using techniques such as in-depth interviews and participant observation; The study included 80 students from communes 10, 6, and 3, 30 female and 50 male, with an age range of 13 to 17 years in the Pasto city, with reports of school disruption and whose socio-community environments show predisposing factors to the sociocultural deprivation. Results: It is possible to identify the disruptive behaviors that affect the teaching-learning process and the associated sociocultural deprivation factors, then it exposes the disruptive behaviors with incidence in the processes of school coexistence, and outlines an interpretative framework on the consequences of the disruption in school dynamics. Conclusions: Sociocultural deprivation shows a situation of social disadvantage at the time that schoolchildren exposed to its predisposing factors have fewer tools for adapting and taking advantage of school experience, it is also one of the triggers of school disruption, a multifactorial phenomenon that affects both coexistence and academic processes; and a predictor of school failure.

From Consultation to Shared Decision-Making: Youth Engagement Strategies for Promoting School and Community Wellbeing.

BACKGROUND: The benefits of youth engagement are well documented. In this paper, we examine youth engagement in America's Promise Alliance's Every School Healthy initiative, a part of the Robert Wood Johnson Foundation's Together for Healthy and Successful Schools Initiative (THSS). METHODS: Six community acceleration sites were selected through a competitive grant-making process. Sites were required to describe youth engagement strategies. A case study design was employed to examine how sites conceptualize youth engagement as well as youth engagement strategies employed across 6 sites. Data sources included observations, team member debriefs, and document review. RESULTS: There was variation in how youth engagement and youth voice are conceptualized in educational settings, and readiness for youth engagement. Sites actively solicited and implemented youth engagement resources and strategies. CONCLUSIONS: By failing to engage young people, well-intentioned adults miss important opportunities. Youth engagement presents an exciting opportunity for school leaders, policymakers, and program planners to gain a deeper understanding of the factors that influence individual and community health and wellbeing and, in turn, helps them to develop responsive policies and programs.

A Systematic Review of Community Engagement Outcomes Research in School-Based Health Interventions.

BACKGROUND: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement. METHODS: Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987-2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. RESULTS: The search identified 9 studies addressing community as an outcome of school-based health interventions; types of partnership mechanisms and partners' roles were classified. CONCLUSIONS: Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.

Transformative school-community collaboration as a positive school climate to prevent school absenteeism.

School absenteeism has become a prevalent problem that affects student development and future societies across the world. We examined whether and how the framework for transformative school-community collaboration (TSCC) can be utilized to effectively reduce school absenteeism. To achieve this goal, we analyzed clustered data involving 3428 students within 14 schools that collaborated with communities in providing out-of-school time programs. A generalized ordered logit analysis with clustered standard errors showed that overall TSCC significantly decreased the likelihood of students' school absenteeism. Democratic and empowering structures in the collaboration were particularly significant for reducing the higher level of school absenteeism. We conclude our article with practice implications to translate the core dimensions of TSCC into effective practice.

Keep Kids in School: A Collaborative Community Effort to Increase Compliance With State-Mandated Health Requirements.

BACKGROUND: It is important that collaborative relationships exist in a community to improve access to needed services for children. Such partnerships foster preventive services, such as immunizations, and other services that protect the health and well-being of all children. METHODS: A collaborative relationship in Illinois involving an academic health center, a school district, and county health department to address noncompliance with health examination and immunization requirements was formed. Parents were additional partners. RESULTS: Examinations, screenings, and immunizations increased from previous year baselines. Greater fulfillment of health exam mandates resulted in fewer students (39% fewer) excluded from admission to school. CONCLUSIONS: The type of partnerships described is feasible and can result in improved health care for school-aged children who otherwise might be excluded both from health services and from school.

The Effect of Students' Mental Health School-Community Cooperative Model on the School Mental Health Awareness

OBJECTIVES: The purpose of this study was to examine the effect of the Students' Mental Health School-Community Cooperative Model on the school mental health awareness of the participants (school administrators, teachers, students). METHODS: Data were collected from 140 schools that participated in the project. The questionnaires were composed of items about the school mental health policy, climate and capacity. The data was analyzed through paired t-tests between pre and post, and a comparison was made between the 1st and 2nd phase regions. RESULTS: The total scores of the teacher and student groups increased significantly, whereas those of the school administrators did not. The awareness of the teachers showed more changes in the 1st phase regions, while those of the students changed more at the 2nd phase. CONCLUSION: Based on the results, the expansion of the Students' Mental Health School-Community Cooperative Model was proposed.