The Connection Between Out-of-School Time Programs and School Mental Health

Abstract

(from the chapter) While significant efforts by schools in the US have targeted the development of academic standards, the alignment of curricula to these standards, and the preparation of highly qualified teachers, schools are realizing that there are many significant barriers that impede students' ability to learn, such as poverty, family instability, poor and unsupportive school climates, and bullying. To comprehensively address barriers to learning and simultaneously build students' strengths and capacities, many schools are designing and implementing student mental health (SMH) systems to ameliorate barriers to learning and healthy development, as well as promote overall child well-being. A variety of strategies, including prevention and promotion, early intervention, and treatment strategies, are implemented as part of these systems. These systems also make use of strategic community partnerships to acquire and link resources, services, and supports to students and families in need. Partnerships with parents/ families are priorities in student mental health (SMH) systems, particularly as supporting and engaging families can extend the impact of school services and supports into the home environment. The demands on both schools and SMH systems are staggering. Together, these complex challenges facing schools and SMH systems call for creative solutions. Given that the growing needs of students and families may not all be addressed within the confining hours of the school day, several authors recommend maximizing the contribution of out-of-school time (OST) programs to support and address these needs during nonschool hours. Towards this end. OST programs can help support and expand existing SMH systems aimed at addressing barriers to learning and build protective factors that contribute to positive youth development. (PsycINFO Database Record (c) 2015 APA, all rights reserved)