New Directions for Student and Learning Supports - From Fragmented Initiatives to System Transformation

Oct 15, 2026

Uploaded by Jake

A policy-focused framework for advancing student and learning supports, moving from fragmented initiatives toward system transformation. The document outlines initiatives across the country and synthesizes key lessons: student supports as a core school-improvement responsibility, the need to address fragmentation as a central concern, and the priority of prevention and early intervention. It also presents forward-looking directions for unifying supports, strengthening leadership and infrastructure, and translating system-building into scalable, sustainable practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages54

Reading Time2 h 16 min

AccessFree to download

Preface

Executive Summary

What Is Happening Across the Country?

Whole-Child Approaches

Initiatives for Integrated Student Supports

Community Schools Movement

Comprehensive School Mental Health Approaches

Multi-Tiered Systems of Supports (MTSS) and Its Evolution

Expansion of the Ranks of Student and Learning Support Personnel

Transformation of Student and Learning Support Framework

Key Lessons Underscore by Current Initiatives

Looking Ahead: New Directions, Next Steps

Policy Implications

Concluding Comments

Notes

References

Appendix A- Prototype for Student/Learning Supports Intervention

Appendix B-Integrating and Weaving Funding Streams to Transform Student/Learning Supports

New Directions for Student and Learning Supports: From Fragmented Initiatives to System Transformation (2026) Howard Adelman & Linda Taylor University of California, Los Angeles This document was prepared by Howard Adelman and Linda Taylor, co-directors Center for MH in Schools & Student/Learning Supports.at UCLA,* Email contact: [adelman@psych.ucla.edu](adelman@psych.ucla.edu) [Ltaylor@ucla.edu](Ltaylor@ucla.edu)[ ](Ltaylor@ucla.edu)Website: [http://smhp.psych.ucla.edu](http://smhp.psych.ucla.edu) To facilitate efforts to address barriers to learning, this resources is freely accessible online. [http://smhp.psych.ucla.edu/pdfdocs/briefguide.pdf](http://smhp.psych.ucla.edu/pdfdocs/briefguide.pdf) Permission to reproduce is granted. *Initially, the Center was named the Center for Mental Health in Schools; in 2017, to more fully underscore the breadth of the work, the Center name was expanded. The real difficulty in changing the course of any enterprise lies not in developing new ideas but in escaping old ones. John Maynard Keynes | Howard S. Adelman, [Ph.D. is](Ph.D. is) professor of psychology and co-director of the national Center for MH in Schools & Student/Learning Supports at UCLA. He began his professional career as aremedial classroom teacher in 1960. From 1973- 1986, he directed the Fernald School and Laboratory at UCLA. Since 1986, he, Linda Taylor, and the Center staff have continued to pursue ways
to transform how schools address barriers to learning and teaching. | Linda Taylor, [Ph.D. is](Ph.D. is) co-director of the national Center for MH in Schools & Student/Learning Supports at UCLA. In her early career, Linda was involved in community agency work. From 1973 to 1986, she co-directed the Fernald Laboratory School and Clinic at UCLA. In addition to her codirector position at UCLA, she worked from 1986- 2000 as a clinical psychologist in the Los Angeles Unified School District where she directed several large-scale projects. | | --- | --- | | Adelman and Taylor have worked together for over 40 years with a constant focus on improving how schools and communities address barriers to learning and teaching, reengage disconnected students and families , and promote healthy development. Over the years , they have led major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers , and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. Their current focus is on policies , practices , and large-scale systemic transformation. This work includes facilitating the National Initiative for Transforming Student and Learning Supports. | | New Directions for Student and Learning Supports: From Fragmented Initiatives to System Transformation Preface .................................................................................................................................................... i Executive Summary ............................................................................................................................... ii Part I What Is Happening Across the Country?.............................................................................................. 1 Whole-Child Approaches Initiatives for Integrated Student Supports Community Schools Movement Comprehensive School Mental Health Approaches Multi-Tiered Systems of Supports (MTSS) and Its Evolution Expansion of the Ranks of Student and Learning Support Personnel Transformation of Student and Learning Support Framework Key Lessons Underscore by Current Initiatives ................................................................................... 20 Student and Learning Supports Are a Core School Improvement Responsibility Fragmentation Remains the Central Concern Fragmentation Is a Symptom of Marginalization S

FAQs

What problem does the document identify in current student and learning supports?

It highlights fragmentation as the central concern and treats it as a symptom of marginalization. The document argues that overcoming fragmentation requires system transformation rather than isolated program expansion.

Which initiatives and approaches are discussed as examples across the country?

The document covers whole-child approaches, integrated student supports, community schools, comprehensive school mental health approaches, and MTSS and its evolution. It also addresses expanding student and learning support personnel and transforming the overall support framework.

What are the main directions proposed for the future?

It recommends elevating student and learning supports as a third component of school improvement and moving toward a unified system. The document also emphasizes strengthening leadership and infrastructure and prioritizing key facets of the transformed system, including prevention and early intervention.

Oct 15, 2026

Uploaded by Jake