Build Back Better': Building School-Community Partnerships for Vulnerable Students During the COVID-19 Pandemic

The COVID-19 pandemic has affected many students around the world. The Indonesian government responded with school closures and the transition into distance learning. However, the Ministry of Communication and Information announced that there were 12,548 villages which did not have internet access and that electronic devices were unavailable for students from less well-off families. This study aimed to employ a non-empirical research methodology to highlight the importance of carrying out non-technological educational strategies by forming partnerships between schools and communities in vulnerable communities. The model of school-community partnership was carried out by forming small study groups in a neighborhood. Learning was assisted by teachers and volunteer tutors. This learning innovation was formed to provide equal opportunities for vulnerable students who were unable to perform online learning. Through such approaches we can rebuild education for those who were left behind as a result of the COVID-19 pandemic. Keywords: community engagement, COVID-19, school partnership, vulnerable student

The affordances of PAR for a school-community partnership to enhance learner support in socio-economically challenged communities

Although complex reasons exist for the poor state of education in socio-economically challenged communities in South Africa, improving parental support to learners is one approach to buffer contextual adversities. Yet, historically, collaboration between school and parent has been problematic. We hypothesized that a participatory action research approach might be useful to develop positive relations between teachers and parents. We report on the benefits of a PAR project undertaken by seven community parents and five teachers to enhance learner support in a primary school situated in a low-income area. Thematic analysis of focus group interviews with participants, triangulated by transcriptions of a final project workshop, revealed that participation in the PAR process enabled i) the development of contextually relevant content for an educational programme; ii) change in the assumptions of parents and teachers about their respective roles in supporting the child; iii) the personal/technical skills development of participants; and iv) positive outcomes beyond the project. The insights gain from this study highlight the benefits of PAR to enable schools to harness the wealth of knowledge and skills that exist in their community to enhance learner support and improve the quality of teaching and learning.

Re-Discovering Graphics

This chapter presents a historical account and analysis of Discover Graphics, a defunct museum-school-community partnership developed by the Smithsonian Institution, that for 24 years provided professional level printmaking studio and museum experiences to high school students, college students, and art teachers in the Washington, DC metropolitan region. The description and impact of the program on school districts, students, teachers, artists, and museum professionals are examined through archival materials, publications, the author's narrative of experience as a student participant in the program, and its transformative effect on her education and career. The chapter closes with a discussion about community printmaking programs that developed to fill the breach left by the closure of Discover Graphics and suggests possible future museum-school-community partnerships.

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.

Parent-School-Community Partnerships in Mental Health

There is a global push for a comprehensive school mental health system to meet the mental health needs of children and youths in school. To respond effectively to these needs, parents, schools, and communities must recognize the value of collaborating as partners. The term parent-school-community partnership refers to the genuine collaboration among families, schools, communities, individuals, organizations, businesses, and government and nongovernment agencies to assist students’ emotional, social, physical, intellectual, and psychological development. To realize the goals of effective partnership in promoting school mental health of children and youths, ongoing assessment of the schools’ needs, and the available resources of local, state, and national communities, agencies, and organizations is necessary for the provision of effective partnership interventions. In partnership, parents, educators, and community members work together and share responsibilities for the development of the “whole child.” A multitier system of partnership support could be beneficial in the planning, implementation, and evaluation of school mental health interventions and evidence-based programs.

The Role of Rural School Leaders in a School-Community Partnership

Rural schools play central roles in their communities, and rural education scholars advocate for rural school-community partnerships to support school and community renewal. Across the United States, including in rural areas, formal models for school-community partnerships have been scaled up. The literature on rural principals highlights their roles in developing school-community partnerships, yet questions remain as to how school leaders engage in such partnerships. Using boundary-spanning leadership as a theoretical lens, this descriptive study examines the role of district and school leaders in a regional school-community partnership, including as founding members, champions of collaboration, cheerleaders for the partnership, and amplifiers of often excluded voices.

Impact of Dynamic Community Partnerships on STEM Education of Students of Color

The Science Bound Model is an effective school-community partnership preparing precollege students of color to pursue college degrees and careers in STEM fields via a four-way partnership among school administrators and teachers, STEM corporations, students and families of color, and a land-grant university. For nearly 30 years, this partnership has been effective in bringing together the skill sets, resources, expertise, and opportunities necessary to support students' preparation for college and pursuit of technical degrees. The four-way partnership annually provides more than 400 students an average of 100 hours of out-of-school STEM learning experiences and mentorship by 50 teachers and 150 STEM professionals. Used in a rural community, a small city, and an urban community, the model establishes and maintains dynamic partnerships within and across partner groups. Five key factors that guide the four-way Science Bound partnership and a case example of how the model works are presented.