In the 1960s and 1970s, some communities developed community schools--facilities to accommodate multitudinous human services for people of all ages and interests. Some schools are reinventing themselves as community centers, developing educational and recreational programs for youths and adults; medical/mental health, social-service and…

School districts are finding that demand for community use of school buildings and grounds is increasing. A 1995 series of focus groups explored implications for community access, including effects on facilities, scheduling, and educational programs. The most prevalent activities involved sports and recreation, day care, meetings, adult education,…

Evaluation studies of the Child Development Project revealed unexpected findings concerning students' sense of classroom community. Teachers should systematically build relationships with students, involve them in planning and problem solving, help them learn classmates' strengths and interests, downplay competition, and involve all children in…

Adolescents share the basic needs for food, shelter, physical safety, access to health care, and transportation to essential services. Although mindful of survival issues, educators and community agencies must cooperate to design and implement programs to meet early adolescents' developmental needs for positive social interaction, structure and…

Financially strapped elementary schools can explore some community resources to enrich arts programs, including college or university arts presenters, local arts council, local cultural organization, state arts agency, and regional arts organization. Schools should also consider local people trained in some aspect of arts: architects, furniture…

A critical, often neglected element in school renewal is developing a sense of community among students and adults. Few decision-makers understand the long-term benefits: students that are more ethical, caring, socially adept, academically motivated, and better behaved. High expectations and an engaging, challenging curriculum complete the…

A preliminary study of suburban Chicago elementary schools in affluent, middle-, and low-income neighborhoods showed that parents were more concerned about their children's welfare than about curriculum or school operations. Principals should be available, emphasize basic information, develop effective security measures, clarify discipline…

Inclusion is not an economy move but a way to meet children's special needs in regular, age-appropriate classroom, with provision for a full continuum of support services and no admittance prerequisites. An even more appropriate approach is infusion--across-the-board representation of all students in all schools, regardless of their individual…

Researchers have identified several key competencies of resilient children, including social and intellectual competence, ability to plan and set realistic goals, and resourcefulness. These areas of competency are not predestined but can be learned in families, schools, and communities. Educators can work with others to enhance conditions in…

A recent survey of South Dakota elementary principals confirms the value of student councils to children, their schools, and their communities. The principals surveyed noted that councils provide students with opportunities to exercise leadership in resolving problems, sharing ideas, and managing projects. One common community-service project is…

Renewed emphasis on parent and community involvement is critical to success of Goals 2000. U.S. Department of Education is working with broad-based coalition of parent and education groups on new Family Involvement Initiative that will facilitate cooperation of parents and families with schools and communities. Schools succeed best by making…

If the growing proportion of special-needs students is to receive the benefits of expanded and integrated social support systems, educational leaders must coordinate school activities with other community services. The situation calls for a radical reconfiguration of public service financing, with rewards for those who effectively coordinate…

Successful school/community partnerships incorporate three elements: reciprocity, democratic processes, and access to varied opportunities. Principals can create sound partnerships by looking first to teachers, making schools family-friendly, reaching into their communities, seeking increased responsibility by families, and understanding mutual…

Increasingly, elementary schools are expected to serve as centers in a systematic network of child services. If schools become umbrella social service agencies, their historic educational function may be jeopardized. Perhaps local social service agencies should set up field offices in school buildings with their own staffs and managers. (MLH)

Fostering resilience does not require elementary teachers to overburden the curriculum. Research shows that resiliency-fostering experiences occur when children are involved in assessing their own work and setting goals, participate in developing standards for work and classroom life, have opportunities to collaborate and make choices, participate…