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The Community Schools Approach

Improving Student Learning, Strengthening Families and Communities
  • Martin J. Blank
  • Jane Quinn
  • Hayin Kim
Part of the Issues in Clinical Child Psychology book series (ICCP)

Most conversations about what we want for our young people in communities across America begin with an emphasis on the kinds of people we want them to be, thereby holding implications for our society as a whole. The most common phrases suggest larger societal values—caring adults, engaged family members, productive workers and contributors to American society. Although academic achievement is seen as part of the equation, it is not the first issue raised. There is a recognition that young people must develop socially, ethically, civically, and personally, as well as academically. This chapter characterizes community schools as a strategy for creating the conditions for successful student learning by also attending to critical social and developmental goals. It is intended to help mental health professionals see how mental health programs fit into a broader community school context. The chapter begins with a discussion of what young people need to succeed, reviews initiatives to connect school and community resources, defines a new vision of community schools, and provides evidence of the promise of the community school approach. Examples of innovative community schools with strong mental health programs are included. The chapter reviews the challenges in making community schools a permanent part of the education and community landscape and recommends steps for addressing those challenges. It closes with suggestions on how mental health leaders working in schools can contribute to the community schools movement

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Copyright information

© Springer Science+Business Media, LLC 2003

Authors and Affiliations

  • Martin J. Blank
    • 1
  • Jane Quinn
    • 2
  • Hayin Kim
    • 2
  1. 1.Institute for Educational LeadershipWashington
  2. 2.Children's Aid SocietyNew York, New York

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