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ERIC Number: EJ1099520
Record Type: Journal
Publication Date: 2016-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2159-2020
A Multilevel Framework for Increasing Social Support in Schools
Grapin, Sally L.; Sulkowski, Michael L.; Lazarus, Philip J.
Contemporary School Psychology, v20 n2 p93-106 Jun 2016
In school contexts, social support refers to the overall perception one has of feeling included and cared for in a community of peers, teachers, caregivers, and others. Social support is critical for promoting positive academic and psychosocial outcomes for students. Conversely, a lack of perceived social support may be associated with increased levels of psychological distress. The present review article describes critical considerations for providing social support to school-aged children and adolescents as well as presents a range of evidence-based strategies for increasing this type of support in schools. Interventions include academic, behavioral, and mental health services that are organized within a multitier framework of service delivery. Accordingly, these interventions address student needs at the universal, targeted, and indicated levels of support. The current level of empirical support is indicated for each described intervention. Overall, the implementation of a continuum of increasingly intensive approaches to promote social support in schools can be utilized to help make school environments more welcoming, positive, and emotionally supportive.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A