Multi-Tiered Systems of Support in Elementary Schools

Clark, Alison G.; Dockweiler, Katherine A.

doi:10.4324/9780429275791

Cited by 8 publications

(3 citation statements)

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“…Where students struggle to achieve academically, a range of strategies/processes should be available to intervene to address their needs at various levels of intensity [19]. Behavioral and social expectations should also be made clear for the whole school community and increasing levels of instruction need to be provided to assist students to meet these expectations.…”

Section: Discussionmentioning

confidence: 99%

“…Within the holistic Australian model, in-school support takes a pre-emptive approach in providing multi-tiered structures to address the needs of students in the areas of academic development, behavior, or social interactions [17][18][19]. Whilst a whole school approach would appear to be a logical and practical approach to supporting the needs of all students, there are some challenges in implementation for this method.…”

Section: Inclusive Educationmentioning

confidence: 99%

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Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

Forlin

Chambers

2023

Education Sciences

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This paper examines issues impacting parental choice for home-schooling in one state in Australia. Data were collected from 99 parents home-schooling at least one child during the 2022 academic year. Utilizing the newly developed Parent Perceptions of Home-Schooling scale, consideration was given to proactive and reactive reasons perceived by parents as impacting their decision-making. Proactive reasons consisting of philosophical beliefs and needs of the child were cited more frequently by parents who had always home-schooled their child. Reactive reasons were mostly employed to confirm parent decisions to remove a child from school due to concerns regarding the school, the child, and the needs of parents. A range of school, child, and parental issues, and different child needs were identified as impetus for home-schooling learners with and without a diagnosed disability or an additional learning need. Discussion centers around whether current whole school approaches to inclusion are addressing the needs of all learners and parents, as perceived by this cohort. By gaining a better understanding of parental reasons for withdrawing their children with specific educational needs from regular schooling, this study is significant as it highlights a range of pertinent school-based issues to be considered to ensure effective inclusion for all.

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Section: Discussionmentioning

confidence: 99%

Section: Inclusive Educationmentioning

confidence: 99%

Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

Forlin

Chambers

2023

Education Sciences

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“…Students with mental health disorders are also appreciated to have poorer academic attainment, which suggests that addressing mental health and wellbeing is important for both health and education outcomes (5)(6)(7). In this context, schools are expected to act as settings that can deliver actions to promote positive mental health and wellbeing, prevent mental disorders, as well as manage student mental health needs, including identification, referral, and provision of support (8)(9)(10)(11).…”

Section: Introductionmentioning

confidence: 99%

School-based mental health promotion: A global policy review

et al. 2023

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ObjectivesSchools are increasingly recognized as important settings for mental health promotion, but it is unclear what actions schools should prioritize to promote student mental health and wellbeing. We undertook a policy review of global school-based mental health promotion policy documents from United Nations (UN) agencies to understand the frameworks they use and the actions they recommend for schools.MethodsWe searched for guidelines and manuals from UN agencies through the World Health Organization (WHO) library, the National Library of Australia and Google Scholar, from 2000 to 2021, using various combinations of search terms (e.g., mental health, wellbeing, psychosocial, health, school, framework, manual, and guidelines). Textual data synthesis was undertaken.ResultsSixteen documents met inclusion criteria. UN policy documents commonly recommended a comprehensive school-health framework aimed at integrating actions to prevent, promote, and support mental health problems within the school community. The primary role of schools was framed around building enabling contexts for mental health and wellbeing. Terminology was relatively inconsistent across different guidelines and manuals, particularly around how comprehensive school health was conceptualized, which included aspects of scope, focus, and approach.ConclusionUnited Nations policy documents are oriented toward comprehensive school-health frameworks for student mental health and wellbeing that include mental health within wider health-promoting approaches. There are expectations that schools have the capabilities to deliver actions to prevent, promote and support mental health problems.ImplicationEffective implementation of school-based mental health promotion requires investments that facilitate specific actions from governments, schools, families, and communities.

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Mental Health Screening: Recommendations from an Integrated Literature Review

Villarreal,

Peterson

2024

Contemp School Psychol

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Multi-Tiered Systems of Support in Elementary Schools

Cited by 8 publications

References 0 publications

Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

Is a Whole School Approach to Inclusion Really Meeting the Needs of All Learners? Home-Schooling Parents’ Perceptions

School-based mental health promotion: A global policy review

Mental Health Screening: Recommendations from an Integrated Literature Review

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