Interdisciplinary Collaboration: A School Wellness Team Model

Abstract

This column will focus on a PK–5 public elementary school located in a suburban area in Montgomery County, Maryland. There are approximately 900 students enrolled for the 2022–2023 school year, with 89 percent receiving free and reduced-price lunch. The student population consists of about 85 percent Hispanic, 11 percent African American, and less than 5 percent other races. About 72 percent of the students receive support for multilingual learners. Spanish, followed by French, are the most common languages spoken at home among students (Montgomery County Public Schools, 2021). The school is a Title I school that receives additional funding throughout the school year for use toward various programs that serve the students. The school also receives funding through a community school grant, which can provide services to the families of students, including food assistance, navigating school programs, and connection to community providers. New students are enrolled throughout the school year, especially newcomers who have just immigrated to the United States. The majority of students arrive from Central American countries, and some endure traumatic journeys to get to their new country. Other students experience separation from families during and after arriving to the United States. Once settled in their new country, they may witness violence in the community. The community surrounding the focus school experiences violence, including shootings, which students report to school staff that they have heard or witnessed.