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This action guide describes how school-community partnerships can strengthen mental health initiatives by expanding resources, capacity, and collaboration with community organizations and agencies. It outlines two partnership approaches (whole-school and targeted “a la carte”) and provides actionable steps for schools, LEAs, SEAs, and leaders to implement trauma-informed supports, SEL, and staff well-being.",{"@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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/toward-student-and-staff-well-being-building-school-community-partnerships-for-mental-health-supports-and-services/585911/",{"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/toward-student-and-staff-well-being-building-school-community-partnerships-for-mental-health-supports-and-services/585911.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do mental health and well-being matter for students and schools?","Question",{"text":112,"@type":113},"Mental health and well-being significantly affect academic performance, social interactions, and school engagement. Partnering with communities can increase the effectiveness and reach of mental health supports in educational settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the two types of school-community partnership approaches described in the guide?",{"text":117,"@type":113},"The guide presents whole-school approaches (such as Community School and Communities In Schools) and targeted “a la carte” partnerships tailored to the specific needs of schools or districts.",{"name":119,"@type":110,"acceptedAnswer":120},"Which pillar areas structure the Community School model?",{"text":121,"@type":113},"The model is based on four pillars: integrated student supports; expanded and enriched learning time and opportunities; active family and community engagement; and collaborative leadership and practices.","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},585911,1792181456,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"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},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Toward Student and Staff Well-Being  \nBuilding School-Community Partnerships for Mental Health Supports and Services  \nNanmathi Manian, National Comprehensive Center and  \nChelsea Sorensen, Region 14 Comprehensive Center  \nBuilding School Community Partnerships for Mental Health Supports and Services  \nThis resource is one in a series from the National Comprehensive Center. Additional resources are linked throughout or can be found on the Comprehensive Center Network website.  \nThis publication is in the public domain. While permission to reprint is not necessary, reproductions should be cited as:  \nManian, N., Sorensen, C. (2024). Building School Community Partnerships for Mental Health Supports and Services. Rockville, MD: National Comprehensive Center at Westat.  \nThis document was prepared by the National Comprehensive Center under Award \\#S283B190028 for the Office of Program and Grantee Support Services (PGSS) within the Office of Elementary and Secondary Education (OESE) of the U.S. Department of Education and is administered by Westat. The content of the document does not necessarily reflect the views or policies of the PGSS or OESE or the U.S. Department of Education. If you experience problems accessing the content in this document, please contact us.  \nA copy of this publication can be downloaded from [https://www.compcenternetwork.org/](https://www.compcenternetwork.org/) .  \nContents  \nExisting Whole-School Approaches for School-Community Partnership 1  \nCommunity School 2  \nCommunities In Schools 2  \nTargeted Partnerships 3  \nPillar 1: Professional Development and Training 5  \nPillar 2: Integrated Student Supports 6  \nPillar 3: Expanded and Enriched Learning Time and  \nOpportunities 8  \nPillar 4: Screening and Referral Systems 9  \nPillar 5: Supports for Specific Issues Experienced by Student Populations 10  \nNext Steps 11  \nReferences 12  \nMental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment resources and increase their capacity to effectively implement multi-tiered and comprehensive approaches. This fosters the establishment of safe and supportive learning environments for all students and enables delivery of timely and effective interventions for those experiencing trauma-related challenges (Eber et al., 2020; Maier et al., 2017). In addition, the community can provide opportunities for positive youth development, employment, and access to resources that can support students’ academic and socioemotional development.  \nThis action guide presents ways in which school-community partnerships can help implement key elements of mental health supports and services and offers action steps for schools, local educational agencies (LEAs) 1 and state educational agencies (SEAs) to foster effective collaboration between schools and communities. Its aim is to inform and support school, community, LEA, and SEA leaders as they consider, develop, or implement partnerships as a strategy for providing equitable, high-quality mental health supports and services, focusing specifically on partnerships critical for implementing trauma-informed approaches and social and emotional learning (SEL) as well as supports for staff well-being.  \nThe following sections outline two types of approaches to develop school-community partnerships:  \n• Whole school approaches, such as Community School (CS) and Community in Schools® (CIS®), that provide a range of services and supports  \n• Targeted “A la carte” partnerships that support the specific needs of the school/district  \nBoth approaches have been implemented across schools and districts with positive outcomes (Maier et al., 2017) . The choice of which approach to use depends on the current goals of the sch","cbCaibbRfDKIClku","https://ap.wps.com/l/cbCaibbRfDKIClku","pdf",1516618,15,"English","# Existing Whole-School Approaches for School-Community Partnership\n## Community School\n## Communities In Schools\n# Targeted Partnerships\n## Pillar 1: Professional Development and Training\n## Pillar 2: Integrated Student Supports\n## Pillar 3: Expanded and Enriched Learning Time and Opportunities\n## Pillar 4: Screening and Referral Systems\n## Pillar 5: Supports for Specific Issues Experienced by Student Populations\n# Next Steps\n# References","[{\"question\":\"Why do mental health and well-being matter for students and schools?\",\"answer\":\"Mental health and well-being significantly affect academic performance, social interactions, and school engagement. Partnering with communities can increase the effectiveness and reach of mental health supports in educational settings.\"},{\"question\":\"What are the two types of school-community partnership approaches described in the guide?\",\"answer\":\"The guide presents whole-school approaches (such as Community School and Communities In Schools) and targeted “a la carte” partnerships tailored to the specific needs of schools or districts.\"},{\"question\":\"Which pillar areas structure the Community School model?\",\"answer\":\"The model is based on four pillars: integrated student supports; expanded and enriched learning time and opportunities; active family and community engagement; and collaborative leadership and practices.\"}]","Toward Student and Staff Well-Being - Building School-Community Partnerships for Mental Health Supports and Services | PDF",1792056321,38]