School-Linked Comprehensive Services: Promising Beginnings, Lessons Learned, and Future Challenges

Abstract

This article draws on interviews and site visits in 36 states, a literature review, and data from the authors' three demonstration projects to discuss school-linked comprehensive services. The authors contrast two generations of partnerships. First-generation partnerships have been guided by interprofessional collaboration, service integration, and systems change. Colocation and linkage have been a challenge; service providers have moved to schools, and communication between schools and agencies has improved. In second-generation partnerships, families and community members are joint leaders. The partnerships involve teacher- supportive, classroom-based strategies; shared outcomes and accountability; expanded leadership roles for parents; and improvements in treatment quality. Because welfare reform and child welfare have become part of schools' responsibilities, school social workers have new leadership roles in these partnerships.