PROOF POINTS: With dental care, shelter and adult ed, the pandemic prompted a shift in schools’ mission

Schools Providing Wraparound Services to Address Students’ Needs

Introduction

Many public schools have expanded their services beyond traditional academics to address the needs of students. These services include healthcare, housing assistance, childcare, and food aid. This article explores the growing trend of schools providing wraparound services and the impact it has on students.

Sustainable Development Goals (SDGs)

• Goal 1: No Poverty
• Goal 2: Zero Hunger
• Goal 3: Good Health and Well-being
• Goal 4: Quality Education
• Goal 11: Sustainable Cities and Communities

Increasing Partnership with Community Organizations

In a Department of Education survey conducted in October 2023, it was found that 60 percent of public schools are partnering with community organizations to provide non-educational services. This is a significant increase from 45 percent in 2022. These services include access to medical, dental, and mental health providers, as well as social workers. Adult education is also often included. The survey indicates a shift towards deeper involvement in the community.

Emergency Response to the Pandemic

The COVID-19 pandemic prompted schools to become hubs for providing essential services to families, such as food and internet access. As a result, schools started forming new community alliances. The availability of federal pandemic recovery funds, totaling over $200 billion, further fueled the expansion of these services. Schools are encouraged to spend these funds on nonprofit community services, leading to the establishment of various partnerships.

The Concept of Community Schools

Community schools are those that provide a cluster of wraparound services under one roof. The aim is to meet the basic needs of students living in poverty, thereby enhancing their learning outcomes. While some schools provide only one or two services, the majority of schools surveyed are using a community school or wraparound services model. However, it is important to note that not all schools offering these services can be classified as full-fledged community schools.

Types of Services Provided

The survey revealed that the most common services provided by schools are mental health support (66 percent) and food assistance (55 percent). Less common but still offered by many schools are medical clinics and adult education. The availability of these services has increased compared to previous years.

Growth of Full-Fledged Community Schools

Education officials and researchers believe that the number of full-fledged community schools is also on the rise. Federal funding for community schools tripled during the pandemic, reaching $75 million in 2021-22. The federal community schools program currently serves over 700,000 students in about 250 school districts. Additional funding from state governments and philanthropies supports these programs.

Debate and Future Sustainability

Opinions on the expansion of schools’ missions to include community services vary. Some argue that schools should focus solely on academics and not take on additional functions. Others believe that community engagement is essential for improving attendance and learning outcomes. Research studies conducted prior to the pandemic suggest that the academic benefits of community schools may take several years to materialize. The sustainability of these services beyond the expiration of federal pandemic funds in March 2026 remains uncertain. However, it is predicted that some programs will continue with support from state governments and philanthropic organizations.

Conclusion

The COVID-19 pandemic has led to a transformation in the role of schools, making them more vital in addressing students’ needs. The provision of wraparound services has become a significant aspect of education, with schools partnering with community organizations to offer a range of non-educational services. This shift aligns with the Sustainable Development Goals, particularly those related to poverty, hunger, health, education, and sustainable communities.

SDGs, Targets, and Indicators Analysis:

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 1: No Poverty
• SDG 2: Zero Hunger
• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 10: Reduced Inequalities

The article discusses how public schools are providing non-educational services such as healthcare, housing assistance, childcare, and food aid. These services are directly connected to addressing poverty (SDG 1), hunger (SDG 2), health and well-being (SDG 3), quality education (SDG 4), and reducing inequalities (SDG 10).

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 1.3: Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable.
• SDG 2.1: By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious and sufficient food all year round.
• SDG 3.8: Achieve universal health coverage, including financial risk protection, access to quality essential healthcare services, and access to safe, effective, quality, and affordable essential medicines and vaccines for all.
• SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

Based on the article’s content, the targets identified are related to ensuring social protection systems for the poor and vulnerable (SDG 1.3), ending hunger and ensuring access to nutritious food (SDG 2.1), achieving universal health coverage (SDG 3.8), ensuring access to quality education (SDG 4.1), and promoting social and economic inclusion (SDG 10.2).

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Percentage of public schools partnering with community organizations to provide non-educational services.
• Percentage of schools providing access to medical, dental, and mental health providers.
• Percentage of schools providing social workers and adult education services.
• Percentage of schools providing mental health services.
• Percentage of schools providing food assistance.

The article mentions the percentage of public schools partnering with community organizations to provide non-educational services, as well as the specific services being provided such as medical, dental, and mental health care. These indicators can be used to measure progress towards the identified targets.

Table: SDGs, Targets, and Indicators

Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

Source: hechingerreport.org

Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.