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It highlights four priority areas: reconnecting disconnected students, improving differentiated instruction, embedding social-emotional learning and development, and reorganizing student and learning supports. The report argues that progress depends on enhancing roles and functions of student and learning support staff while reducing fragmentation and marginalization in school improvement planning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/center-report-2021-22-addressing-learning-behavior-and-emotional-problems-through-better-use-of-student-and-learning-support-staff/582717/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/center-report-2021-22-addressing-learning-behavior-and-emotional-problems-through-better-use-of-student-and-learning-support-staff/582717.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What four matters does the report emphasize for the 2021-2022 school year?","Question",{"text":112,"@type":113},"It emphasizes outreaching and reengaging disconnected students, improving differentiated instruction, embedding social emotional learning and development, and reorganizing student/learning supports.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report argue that simply adding more staff is not enough?",{"text":117,"@type":113},"It notes that increasing numbers can help only if staff roles are not limited to serving just a few additional students, and problems can arise when funding ends.",{"name":119,"@type":110,"acceptedAnswer":120},"What problem does the report identify with proliferating teams, work groups, and committees?",{"text":121,"@type":113},"It warns that adding “another team” can fragment and marginalize school efforts, creating barriers to addressing learning and teaching effectively and efficiently.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582717,1792192482,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","A Center Report . . .  \n2021-22: Addressing Learning, Behavior, and Emotional Problems Through Better Use of Student and Learning Support Staff  \nThis report highlights the following four matters that warrant particular attention asthe 2021-2022 school year gets underway.  \n• Outreaching and reengaging disconnected students  \n• Improving differentiated instruction  \n• Broadly embedding social emotional learning and development  \n• Reorganizing student/learning supports  \nTo address these concerns most productively, steps must be taken to enhance the roles and functions of student and learning support staff and, at the same time, rein in the tendency to proliferate school teams, work groups, and committees.  \nWith these matters in mind, this report begins by underscoring the need to rework school and district operational infrastructures in ways that end the fragmentation and marginalization of school efforts to address barriers to teaching and learning. Then we explore the four matters listed above to illustrate that these and a range of other school improvements can benefit from the enhanced involvement of student and learning support staff.  \nThe Center for MH in Schools & Student/Learning Supports is co-directed by Howard Adelmanand Linda Taylor, Dept. of Psychology, UCLA. Website: [http://smhp.psych.ucla.edu](http://smhp.psych.ucla.edu)  \nContact: [adelman@psych.ucla.edu](adelman@psych.ucla.edu) or [Ltaylor@ucla.edu](Ltaylor@ucla.edu)  \nDuring the COVID 19 crisis and the renewed protests about racial injustice, widespread  \nstatements have appeared anticipating the growing number of learning, behavior, and  \nemotional problems that schools need to address this year. In this context, interest in enhancing the role of mental health in schools has grown exponentially.  \nIn the past, many well intentioned initiatives and policy reports focused on how to best use student and learning support staff to address student problems. For the most part, however, such personnel continue to remain marginalized in school improvement plans. And rather than calling for addressing this state of affairs, advocates have argued mainly for just adding more bodies, as reflected currently in calls for how to use pandemic relief funds.  \nIncreasing the numbers of student/learning support staff can help, but not if their primary use is only to provide services for a few more students. (Consider also the downside when funding for the added staff ends.)  \nImproving how schools address barriers to learning and teaching requires thinking about new roles and functions for student/learning support staff. This is illustrated as this report explores the following matters that warrant particular attention this year.  \n• Outreaching and reengaging disconnected students – Student/learning support staff can help find and reengage missing students and, in the process, improve ways to address chronic absenteeism.  \n• Improving differentiated instruction – Student/learning support staff can team with teachers in classrooms to enable personalized instruction and offer more classroom-based special assistance.  \n• Broadly embedding social emotional learning and development –Many schools are planning to emphasize social and emotional learning. Student/learning support staff can help with classroom-based efforts and can work toward ensuring a focus on natural opportunities to foster positive social and emotional development schoolwide.  \n• Reorganizing student/learning supports – At the district and school levels, there is a need and an opportunity to revamp student/learning supports (including upgrading the MTSS framework) with a view to developing a unified, comprehensive, and equitable system of learning supports that effectively addresses learning, behavior, and emotional problems.  \nAs indicated, student and learning support staff can play a major role in addressing each of the above matters (as well as many other schooling matters). For them to do so most productiv","cbCaigWTUGImvRmp","https://ap.wps.com/l/cbCaigWTUGImvRmp","pdf",2644627,38,"English","# Overview and Four Priority Matters\n## Outreaching and Reengaging Disconnected Students\n## Improving Differentiated Instruction\n## Broadly Embedding Social Emotional Learning and Development\n## Reorganizing Student/Learning Supports\n# Operational Infrastructure, Leadership Teams, and Workgroups for School Improvement","[{\"question\":\"What four matters does the report emphasize for the 2021-2022 school year?\",\"answer\":\"It emphasizes outreaching and reengaging disconnected students, improving differentiated instruction, embedding social emotional learning and development, and reorganizing student/learning supports.\"},{\"question\":\"Why does the report argue that simply adding more staff is not enough?\",\"answer\":\"It notes that increasing numbers can help only if staff roles are not limited to serving just a few additional students, and problems can arise when funding ends.\"},{\"question\":\"What problem does the report identify with proliferating teams, work groups, and committees?\",\"answer\":\"It warns that adding “another team” can fragment and marginalize school efforts, creating barriers to addressing learning and teaching effectively and efficiently.\"}]","Center Report - 2021-22 Addressing Learning, Behavior, and Emotional Problems Through Better Use of Student and Learning Support Staff | PDF",1792044270,96]