ERIC Number: ED501392
Record Type: Non-Journal
Publication Date: 2004-Aug
Reference Count: 142
Addressing Barriers to Student Learning & Promoting Healthy Development: A Usable Research-Base
Center for Mental Health in Schools at UCLA
As schools evolve improvement plans in keeping with higher standards and expectations and increased accountability, most planners recognize they must include a comprehensive focus on addressing barriers to student learning and promoting healthy development. A growing volume of research on the value of schools, families, and communities working together to provide supportive programs and services indicates a number of promising findings, including improved school attendance, fewer behavior problems, improved inter-personal skills, enhanced achievement, and increased bonding at school and at home. Based on these findings, state and local education agencies are delineating ways to enhance social, emotional, and behavioral performance as a fundamental facet of improving academic performance. This brief highlights the research base for key elements of a comprehensive approach to address six major areas of concern: (1) enhancing classroom teachers' capacity for addressing problems and for fostering social, emotional, intellectual and behavioral development; (2) enhancing school capacity to handle transition concerns confronting students and families; (3) responding to, minimizing impact of, and preventing crisis; (4) enhancing home involvement; (5) outreaching to the community to build linkages and collaborations; and (6) providing special assistance to students and families. Taken as a whole, the research-base for initiatives to pursue a comprehensive focus on addressing barriers to student learning and promoting healthy development indicates a range of activity that can enable students to learn and teachers to teach. Findings also underscore that addressing major psychosocial problems one at a time is unwise because the problems are interrelated and require multifaceted and cohesive solutions. Overall, the literature provides models for content of such activity and also stresses the importance of coalescing such activity into a comprehensive, multifaceted approach.
Descriptors: Behavior Problems, Academic Achievement, Comprehensive School Health Education, Comprehensive Guidance, Functional Behavioral Assessment, Negative Reinforcement, Change Strategies, Learning Motivation, Educational Improvement, Improvement Programs, Performance Factors
Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: firstname.lastname@example.org; Web site: http://smhp.psych.ucla.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Sponsor: Maternal and Child Health Bureau, Office of Adolescent Health (DHHS/PHS); Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services.
Authoring Institution: University of California, Los Angeles, Center for Mental Health in Schools