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It argues that pandemic-era pressures intensify achievement and opportunity gaps and that a transformative perspective is required. 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New Directions to Help Schools Address Barriers to Learning and Teaching  \n(2022)  \nAbstract  \nThe number of students manifesting learning, behavior, and emotional problems far outstrips the ways schools deal with these matters. As school board members and administrators know, existing programs, services, and special initiatives tend to be fragmented and often engender fights over turf and counterproductive competition for sparse resources. Research indicates the fragmentation is a result of the marginalization of student and learning supports in school improvement policy. The nature and scope of need and the deficiencies in prevailing approaches underscore how essential it is to adopt a transformative perspective. From such a perspective, this brief highlights new directions for schools and districts and ways school boards can mobilize to help them move forward to end the marginalization of student/learning supports and unify available resources for addressing barriers to learning and teaching and develop them into a comprehensive and equitable system.  \nSchool systems are not responsible for meeting every need of their students. But when the need directly affects learning, the school must meet the challenge.  \nCarnegie Council on Education Task Force  \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)  \nContents  \nAbout New Directions  \nA Few Implications for School Boards to Consider  \nA Recommendation for Boards Ready to Move Forward  \nConcluding Comments  \nExhibits  \n1. A Fragmented Approach to Addressing Barriers to Learning  \n2. Expanding the Framework for School Improvement Policy and Practice  \n3. Framing a School-Community Intervention Continuum of Interconnected Subsystems  \n4. Intervention Framework for a Third Component of School Improvement Policy  \nNotes  \nReferences  \nHow School Boards Can Pursue New Directions to Help Schools Address Barriers to Learning and Teaching  \nCOVID-19 has increased the focus on factors that interfere with reducing the achievement and  \nopportunity gaps. Concerns about mental health and learning loss have received particular  \nattention. Reports are everywhere underscoring these mattersand discussing ways to meet the needs. Our Center’s approach is to embed learning, behavior, and emotional concerns into a broad and transformative focus on the school’s role in addressing barriers to learning and teaching.  \nWe stress that, in too many schools, the number of students manifesting problems far outstrips the ways schools deal with the matters. And we note that existing efforts are fragmented, often engender fights over turf, and produce counterproductive competition for sparse resources (See Exhibit 1) .1  \nExhibit 1  \nA Fragmented Approach to Addressing Barriers to Learning  \nPolicy makers and administrators are aware of how fragmented and costly all this is. When the outlays are totaled in some schools, it has been estimated that as much as 25% of the resources are used to address barriers to learning and teaching. Efforts to improve the situation mainly have focused on enhancing coordination and integration of services and bringing more community resources to school sites. However, these efforts have not proven to be a solution.2 Currently, pandemic relief funds are being used to hire additional personnel to meet the increased need, but as always, the need is greater than can be met. (And when the special funding ends, it is anticipated that lay-offs will follow.)  \nThe prevailing proposals for improving how schools can play a major role in addressing barriers to learning and teaching tend to bypass the underlying question which is:  \nHow can ","cbCaijoY1KL9T7zA","https://ap.wps.com/l/cbCaijoY1KL9T7zA","pdf",467044,"English","# About New Directions\n## A Few Implications for School Boards to Consider\n## A Recommendation for Boards Ready to Move Forward\n## Concluding Comments\n## Exhibits\n## Notes\n## References","[{\"question\":\"Why does the brief say current school responses are not sufficient to address barriers to learning and teaching?\",\"answer\":\"It states that existing programs, services, and initiatives are fragmented, which can lead to turf fights and counterproductive competition for scarce resources.\"},{\"question\":\"What does the brief identify as a key cause of fragmentation?\",\"answer\":\"It links fragmentation to the marginalization of student and learning supports in school improvement policy.\"},{\"question\":\"What is the main proposal for school boards and districts to move forward?\",\"answer\":\"It recommends adopting a transformative perspective that expands and unifies student/learning supports—integrating school and community interventions into a comprehensive, equitable system.\"}]","How School Boards Can Pursue New Directions to Help Schools Address Barriers to Learning and Teaching | PDF",1792044440,25]