Prevention- Early Intervention Trauma Programming

The science of learning and development demonstrates the value of positive relationships for student success and well-being. This brief describes structures that secondary schools can integrate to cultivate conditions that enable healthy attachments to grow. Specifically, it highlights structures that can foster personal teacher–student relationships, including those that create small learning communities, promote safety and belonging, support culturally sustaining and relevant education, and foster student voice and agency. In addition, it describes structures that enable relationship-building between and among staff and families so that relationships can become more fully embedded into a school’s culture and fabric. School structures can create opportunities for relationships to develop, but those structures are only as powerful as the interactions within them.

This brief from the Learning Policy Institute highlights lessons learned from New Mexico’s investment in community schools. Drawing on profiles of three sites that received state implementation grants, we find that community schools implementing the key practices at the center of New Mexico’s community schools framework are seeing improvement across a range of indicators, including growth in test scores, increased graduation rates, reduced chronic absence, increased student engagement and connectedness, improved school climate, greater access to mental and physical health care, and stronger family engagement. Key to achieving these outcomes were state investments to support hiring school coordinators and to provide professional development and technical assistance.