Future systemic transformations.
This final article addresses the need to create further evidence that the integration of student support and after-school programming enhances student learning and thriving inside and outside schools. Many models are being put forward to address student support, but research findings on their effectiveness have been surprisingly mixed and designs have often been flawed. When interventions are tied to classrooms and support students, teachers, and administrators, an increase in effectiveness can be expected as compared to a wrap-around model that leaves the classroom and much of the school day as the sole domain of teachers. The authors describe the next steps for the RALLY approach, especially the creation of a train-the-trainer model for school districts, after-school programs, and mental health agencies.
Noam
Gil G
GG
RALLY and PEAR Programs, McLean Hospital, and Harvard University.
Malti
Tina
T
D000293:Adolescent; D041923:Adolescent Development; D002648:Child; D002657:Child Development; D003156:Community Mental Health Services / Q000458:organization & administration; D005260:Female; D006801:Humans; D008297:Male; D008603:Mental Health; D016730:Program Development; D012572:School Health Services / Q000458:organization & administration*; D012574:Schools; D012944:Social Support; D013334:Students; D014481:United States