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Efforts to Transform Student/Learning Supports?  \n(2026)  \nHoward Adelman & Linda Taylor  \nUniversity of California, Los Angeles  \nThis document was prepared by Howard Adelman and Linda Taylor, co-directors  \nCenter for MH in Schools & Student/Learning Supports at UCLA*  \nEmail 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)  \nTo facilitate efforts to address barriers to learning, this resources is freely accessible online.  \n[http://smhp.psych.ucla.edu/pdfdocs/briefguide.pdf](http://smhp.psych.ucla.edu/pdfdocs/briefguide.pdf)  \nPermission to reproduce is granted.  \n*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.  \nThe real difficulty in changing the course of any enterprise lies not in  \ndeveloping new ideas but in escaping old ones.  \nJohn Maynard Keynes  \n\n| 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. |\n| --- | --- |\n| 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. |  |\n\nExecutive Summary  \nCalifornia has launched three major statewide initiatives to expand and improve supports for students’ emotional, behavioral, and social development and well-being: the Children and Youth Behavioral Health Initiative (CYBHI), the California Multi Tiered System of Supports (CA MTSS), and the California Community Schools Partnership Program (CCSPP). Together, these initiatives represent one of the largest public investments in school related mental health and whole child supports in the nation.  \nThis brief distills key concerns raised by our Center’s analysis of whether these initiatives are helping to transform student and learning supports – or whether they are unintentionally exacerbating long-standing system deficiencies. The focus is not on judging individual programs, but on identifying basic policy and system design questions that must be addressed if investments are to produce lasting, equitable improvements in providing essential student supports.  \nCore Concerns Guiding the Analysis  \n1. System Coherence vs. Continued Fragmentation*  \nAlthough the three initiatives are widely described as complementary, a centr","cbCaitW524IAzRVj","https://ap.wps.com/l/cbCaitW524IAzRVj","pdf",630734,"English","# Executive Summary\n## Core Concerns Guiding the Analysis\n### System Coherence vs. Continued Fragmentation\n### Transformation vs. Initiative Layering\n### Governance and Infrastructure Readiness\n### Financing as a Driver of System Design","[{\"question\":\"Which major statewide initiatives does the brief focus on in California?\",\"answer\":\"It focuses on three initiatives: the Children and Youth Behavioral Health Initiative (CYBHI), the California Multi Tiered System of Supports (CA MTSS), and the California Community Schools Partnership Program (CCSPP).\"},{\"question\":\"What is the central concern about system coherence versus fragmentation?\",\"answer\":\"The concern is whether schools and districts are supported to run a single coherent system of student and learning supports, or whether they manage multiple parallel initiatives with separate governance, compliance demands, funding streams, and accountability requirements.\"},{\"question\":\"What transformation requirements does the brief highlight for governance and infrastructure?\",\"answer\":\"Transformative change requires reworking governance, leadership authority, staffing roles, data systems, and operational infrastructure, including time, authority, and guidance needed to implement integration rather than relying on capacity that may not yet exist.\"}]","Practice and Policy Brief - Are Initiatives to Improve School-Based Mental Health Services Hindering Efforts to Transform Student/Learning Supports? | PDF",1792046800,76]