Enhancing and extending full service community schools in saskatchewan, Canada: Educators becoming part of the hub

Abstract

In Section 1 of this book, a three component planning framework was emphasized: Fit for purpose, in our special context, and at this particular time. The exemplar described in this chapter provides an important, compelling example. Leaders designed it for the special needs, problems, and opportunities associated with the expansive frontiers of Saskatchewan, Canada. Inspired initially by the full service community schools initiative developed in Scotland, leaders for this special Canadian and provincial innovation progressively developed their own design as they learned their ways through the attendant challenges and opportunities. In contrast to the full-service school model, they quickly learned that schools were not the best place or the only place for services needed for vulnerable young people and highly mobile, diverse families. Instead of a full-service school with claims for one-stop shopping, they have pioneered the development of a comprehensive school-linked, community-based services system. They describe in detail how they have organized and mobilized local leaders and community health and social services providers for collective action. Special organizational structures called “The Hub” and “The Centre of Responsibility” serve as intermediaries for services provision and policy coordination and change. Educators, students, families and schools are among the beneficiaries, but educators working alone do not have to shoulder often-overwhelming burdens to be the only service providers in particular places. These leader-authors’ lessons learned for other leaders are especially important, including procedures for confidentiality protections and the community linkage strategies they have developed for educators and schools.