A Whole Child Approach: Amplifying Students' Voices in a Full-Service Community High School

Abstract

A Whole Child Approach:Amplifying Students' Voices in a Full-Service Community High School Mavis Sanders1 and Claudia Galindo The Whole Child Approach (WCA) provides a framework for advancing the social, emotional, physical, and cognitive development and well-being of students by ensuring they are supported, healthy, safe, and academically challenged (Slade & Griffith, 2013). Full-service community schools (FSCSs) are focused on creating educational environments that holistically respond to students' needs. These schools are characterized by four pillars of practice—extended learning opportunities, integrated service provision, family and community partnerships, and collaborative leadership and decision making (Oakes et al., 2017). Thus, FSCSs embody the WCA and have the potential to transform the education of poor students, especially poor students of color. Several studies have investigated the perceptions and experiences of a variety of key stakeholders involved in the FSCS strategy. These stakeholders include principals (e.g., FitzGerald & Quiñones, 2019; Richardson, 2009; Sanders, 2018; Valli et al., 2014); community school coordinators (CSCs) (FitzGerald & Quiñones, 2018; Mayger & Hochbein, 2019; Sanders, et al., 2019); teachers (Daniel et al., 2019; Galindo & Sanders, 2021; Sanders & Galindo, 2020; Sanders, et al., 2018); and district and community leaders (Adams, 2019; Medina et al., 2019; McKinney de Royston & Madkins, 2019). However, no studies to date have examined students' perceptions of FSCSs and the impact of this reform strategy on their educational experiences. Recognizing the importance of elevating students' voices in research on schooling and educational reform (Howard, 2002; Kirshner & Pozzoboni, 2011; Mitra, 2008; Yonezawa & Jones, 2006), this article seeks to fill this gap. It draws on student focus group data collected at Promise High, an award-winning FSC high school in an urban district in the northeastern United States to better understand how participants experienced the FSCS strategy within the broader context of the WCA. Specifically, this study sought to answer the following research questions: 1. How do students at Promise High describe the school's most impactful features? 2. How do students describe areas for improvement at Promise High? 3. How do students' descriptions of Promise High relate to the WCA? [End Page 91] The Full-Service Community School Strategy FSCSs have become internationally recognized as a strategy to provide economically disadvantaged children and youth with more equitable educational opportunities (Cummings et al., 2011; Lawson & Van Veen, 2015; Salm et al, 2016). In the United States, there are currently about 5,000 of these schools serving over 2 million students in over 150 communities (Blank & Villarreal, 2015). Given increased support for school, family, and community partnerships in the current reauthorization of the Elementary and Secondary Education Act, Every Child Succeeds, the number of FSCSs is likely to increase over the next several years (Frankl, 2016). While designs and services vary according to the specific and multifaceted needs of their students, families, and communities (Biag & Castrechini, 2016; Dryfoos, 2005), FSCSs generally share four defining features: 1). Expanded learning opportunities to provide engaging, student-centered instruction during school, after school, and in the summer. 2). Health, mental health, social, and other services to address barriers to students' learning and promote child, family, and community well-being. 3). Family and community engagement to provide resources, leadership, advocacy, and support for students' learning, school improvement and community development. 4). Collaborative and cross boundary leadership to ensure inclusive and equitable practices that can be sustained over time (Blank et al., 2003; Oakes et al., 2017). The implementation of FSCSs relies on a network of relationships between and among key stakeholders (Galindo, et al., 2017). Accordingly, several studies have sought to understand the unique roles different stakeholder groups play in these reform sites. For example, several studies have focused on principals as cross boundary leaders in FSCSs. These studies have emphasized the important role principals play in facilitating reform expansion, communication across role groups, and community engagement and collaboration (FitzGerald & Quiñones, 2019; Richardson, 2009; Sanders, 2018; Valli et al., 2014). Studies have also focused on the role and attributes of effective community school coordinators (CSCs). These studies have documented the specific ways in which CSCs assist principals in identifying, vetting, managing, and expanding the partnerships that are critical for successful FSCSs (FitzGerald & Quiñones, 2018; Mayger & Hochbein, 2019; Sanders...