Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review

Abstract

The aim of this systematic review was to map the peer-reviewed literature (2009–2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of wraparound services. Database searches were conducted and a total of 50 articles were identified. The analysis revealed eight different aspects of wraparound efficacy, with mixed results. Nine factors were identified as having a positive enabling, or disabling, effect on the provision of effective wraparound services. The wraparound programs were varied in their nature and in their successful implementation, with time to allow the program to mature and adherence to the 10 principles of the wraparound process emerging as enabling factors for wraparound success.

Supporting students with complex needs living in rural and regional New South Wales: is wraparound the answer?

“…The authors employed a qualitative research design to gain an in-depth understanding of the experiences and perceptions of the stakeholders involved in wraparound support in regional NSW schools (Bengtsson, 2016). Principals, deputy principals, head teachers, specialist teachers, classroom teachers, and school counsellors were interviewed separately and in small groups, using a semi-structured interview protocol that was developed based on a critical review of literature focussed on wraparound models and their implementation (Cumming et al, 2022 ). The interviews were audio-recorded with the participants’ permission, transcribed verbatim, and analysed using a qualitative thematic analysis approach (Braun & Clarke, 2006 ).…”

“…In the current study, wraparound coordination was shared amongst several staff members in each of the participating schools, with external providers also contributing. The claim from participants that funding for a dedicated school-based case manager would greatly enhance the effectiveness of wraparound services is strongly supported by a review of literature conducted by Cumming et al ( 2022 ), who identified sufficient funding as a major enabler of effective wraparound programs. Teams should be sufficiently funded to allow the investigation of all possible avenues of support and the development of strong working relationships with external collaborators.…”

How Does the Neighborhood Unit Inform Community Revitalization?

“…The significance of the neighborhood unit's interrelated elements is best determined by the relation of school and the neighborhood of which it is a part (Jill et al [44,45]). The relation is exemplified by the notion of the services school (Khadduri et al [14,48]; Jill et al [14]; Cumming et al [49]; Pesch [46]; Horn [50]; Jordan et al [51]. Pesch [46] highlights the role of public schools as active participants in holistic planning for urban revitalization.…”

School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices

“…Such alliances could include representatives from various systems of care that are based in a school setting to reduce access, stigma, transportation, cost, and other concerns (Lewallen et al, 2015). These alliances would review longstanding absenteeism cases, incubate family-school-community partnerships to boost wraparound care, and institute necessary case management and accommodation practices to address salient learning, health, and behavioral issues that interfere with school attendance (Cumming et al, 2022). These alliances can be linked as well to school-based teams that utilize attendance data as an early warning signal for multiple issues (next section).…”