Family Partnership Research Articles

Are We Practicing What We Preach? Family Partnership in Therapeutic Residential Care for Children and Youth

ABSTRACT This study presents a tiered conceptualization of family partnership developed by the Family-Run Executive Director Leadership Association (FREDLA) with examples of strategies from the literature. This sub-study was part of an overarching systematic review project that aimed to review the literature on family partnership in relation to youth outcomes. The tiers of family partnership include family involvement (i.e. family’s inclusion in their child’s care); family engagement (i.e. collaboration between TRC and families); family-driven (i.e. families as full partners). This review included thirty studies (n = 23 family involvement, n = 7 family engagement, n = 0 family-driven). The most common family involvement methods were family therapy and family visits to the program, primarily, delivered face-to-face. The most common family engagement method was activities, therapies, and skill building occurring at the home with family present. Methods of measuring family partnership primarily included the use of administrative data. Implications for research and practice include the provision of research that evaluates the effects of family partnership on outcomes important in the TRC setting and the development of research-practice and family-research collaborations to increase the uptake of effective family partnering methods.

Head Start’s Family Services: Promoting the Outcomes of Low-Income Children and Families

ABSTRACT Research Findings: Very little research has examined whether the contributions of Head Start’s Family Service Workers (FSWs) and family partnership services influence family and child outcomes. Using data from 215 families in the 2014 Head Start Family and Child Experiences Survey (FACES), this study used structural equation models to examine associations between FSWs’ relationship, empowerment, and communication practices; families’ receipt of income supports; change in parent depression symptoms; and change in child approaches to learning, early literacy, early math, and social skills. FSWs’ practices and family receipt of income supports over the Head Start year were associated with reduced parent depression symptoms. Receipt of income supports also was associated with children’s improved approaches to learning skills. Results suggest that Head Start’s family partnership staff and services can help support parents and children living in poverty, identifying critical elements of successful two-generation programming. Practice or Policy: These findings have implications for Head Start and other two-generation programs targeting families with low incomes and suggest investment in strategies to help families address their financial needs and in staff who families view as supportive.

Associated factors of health-promoting lifestyle of the elderly based on the theory of social ecosystem

ObjectTo explore the factors related to health-promoting lifestyles of the elderly based on social-ecosystem theory. DesignA cross-sectional survey study was carried out to include 627 elderly people in communities in three cities of Hebei Province (Shijiazhuang, Tangshan, and Zhangjiakou) from October 2021 to January 2022 for questionnaire survey (601 validly returned cases). VenueThree cities of Hebei Province (Shijiazhuang, Tangshan, and Zhangjiakou). Participants627 elderly people. InterventionsA cross-sectional survey study. Main measurementsThe questionnaire survey was conducted by using the general demographic data, health promotion life scale, frailty scale, general self-efficacy scale, health engagement scale, General Self-Efficacy Scale, The family Adaptability, Partnership, Growth, Affection, and Resolve scale, and Perceived Social Support Scale. ResultsThe total health promotion lifestyle score for the elderly was 100.20±16.21, which was at the lower limit of the good level, with the highest mean score for nutrition (2.71±0.51) and the lowest mean score for physical activity (2.25±0.56). Stepwise linear regression showed that exercise frequency (95% confidence interval (CI) 1.304–3.885), smoking status (95% CI −4.190 to −1.556), self-efficacy (95% CI 0.071–0.185), health management (95% CI 0.306–0.590), frailty (95% CI −3.327 to −1.162) in the microsystem, marital status (95% CI 0.677–3.660), children's attention to the elderly health (95% CI 4.866–11.305), family care in the mesosystem (95% CI 1.365–4.968), and pre-retirement occupation (95% CI 2.065–3.894), living area (95% CI 0.813–3.912), whether receive community-based chronic disease prevention and management services (95% CI 2.035–8.149), social support (95% CI 1.667–6.493) in the macrosystem were the main factors affecting health promotion of life in the elderly (P<0.05). Hierarchical regression analysis showed the microsystem accounted for 17.2%, the mesosystem accounted for 7.1%, and the macrosystem accounted for 11.4%. ConclusionThe health promotion lifestyle of the elderly in Hebei Province was at the lower limit of good level. Among them, exercise frequency, children's attention to the elderly health, and pre-retirement occupation played a major role in relation to the health-promoting lifestyle of the elderly. Hence, it needs the joint action of individuals, families, and society to promote the elderly to adopt the health promotion lifestyle and realize healthy aging.

Association of family function and suicide risk in teenagers with a history of self-harm behaviors: mediating role of subjective wellbeing and depression.

A history of self-harm behaviors is closely associated with subsequent suicide death. Although many factors associated with suicide have been identified, it remains unclear how these factors interact to influence suicide risk, especially among teenagers with a history of self-harm behaviors. Data were collected from 913 teenagers with a history of self-harm behaviors through a cross-sectional study. The Family Adaptation, Partnership, Growth, Affection, and Resolve index was used to assess teenagers' family function. The Patient Health Questionnaire-9 and the Generalized Anxiety Disorder-7 were used to evaluate depression and anxiety in teenagers and their parents, respectively. The Delighted Terrible Faces Scale was used to assess teenagers' perception of subjective wellbeing. The Suicidal Behaviors Questionnaire-Revised was used to evaluate teenagers' suicide risk. Student's t-test, one-way ANOVA, multivariate linear regression, Pearson's correlation, and a structural equation model (SEM) were applied to data analysis. Overall, 78.6% of teenagers with a history of self-harm behaviors were at risk for possible suicide. Female gender, severity of teenagers' depression, family function, and subjective wellbeing were significantly associated with suicide risk. The results of SEM suggested that there was a significant chain mediation effect of subjective wellbeing and depression between family function and suicide risk. Family function was closely associated with suicide risk in teenagers with a history of self-harm behaviors, and depression and subjective wellbeing were sequential mediators in the association between family function and suicide risk.

Sexuality, fertility, family planning, family life, and partnership in young breast cancer patients: a longitudinal study.

Adolescent and young adult (AYA) breast cancer patients are often faced with sexuality-related problems. Since healthcare providers are often unfamiliar with problems specific to AYA cancer this topic is too little integrated into routine oncological care. The objective of this study was to analyze sexuality, fertility, family planning, family life, and partnership regarding satisfaction and supportive care needs in AYA breast cancer patients. A total of 139 AYA breast cancer patients were examined twice, 1 year apart. The patients were asked to complete several questionnaires and to answer multiple questions about satisfaction with sexuality, fertility, family planning, family life, and corresponding supportive care needs in these domains. While the patients were largely satisfied with their family life and partnerships, they were less satisfied with their sexuality and family planning. Only small mean score changes were observed in these variables over the course of a year. Being a parent already and having the possibility of further completing family planning were strongly associated with higher satisfaction and lower supportive care needs in these domains. Satisfaction was generally negatively associated with supportive care needs. Older age was predictive of lower satisfaction with sexuality at follow-up. AYA cancer patients deserve special consultations concerning the impact of cancer and treatment on their sexuality and fertility, and it is especially important that women who have yet to complete their family planning be actively offered information and support concerning sexuality and fertility protection before beginning treatment.

Educational Policies on Family–School Relations

Worldwide interest in improving family-school interactions sets the stage for examining how national reform policies have influenced the promotion of family and school partnerships. I examined the history of changing policies concerning home-school relations in five countries: The United States, Australia, Canada, Finland and Sweden. Common themes emerged that reflect two co-existing educational ideologies across the nations—collaboration and consumerism. The contradictory nature of these ideas and the ensuing confusion can weaken the implementation of family-school collaborations. Researchers in the United States, Canada, Australia, and Sweden have already raised concerns about the weak effects of partnership policies on parent-school relations for families of diverse ethnic and linguistic backgrounds. In addition to promoting family-school collaborations, policy makers should consider developing resources and strategies for facilitating partnerships.

Co-building a training programme to facilitate patient, family and community partnership on research grants: A patient-oriented research project.

Patient engagement in patient-oriented research (POR) is described as patients collaborating as active and equal research team members (patient research partners [PRPs]) on the health research projects and activities that matter to them. The Canadian Institutes of Health Research (CIHR), Canada's federal funding agency for health research, asks that patients be included as partners early, often and at as many stages of the health research process as possible. The objective of this POR project was to co-build an interactive, hands-on training programme that could support PRPs in understanding the processes, logistics and roles of CIHR grant funding applications. We also conducted a patient engagement evaluation, capturing the experiences of the PRPs in co-building the training programme. This multiphased POR study included a Working Group of seven PRPs with diverse health and health research experiences and two staff members from the Patient Engagement Team. Seven Working Group sessions were held over the 3-month period from June to August 2021. The Working Group worked synchronously (meeting weekly online via Zoom) as well as asynchronously. A patient engagement evaluation was conducted after the conclusion of the Working Group sessions using a validated survey and semi-structured interviews. Survey data were analysed descriptively and interview data were analysed thematically. The Working Group co-built and co-delivered the training programme about the CIHR grant application process for PRPs and researchers in five webinars and workshops. For the evaluation of patient engagement within the Working Group, five out of seven PRPs completed the survey and four participated in interviews. From the survey, most PRPs agreed/strongly agreed to having communication and supports to engage in the Working Group. The main themes identified from the interviews were working together-communication and supports; motivations for joining and staying; challenges to contributing; and impact of the Working Group. This training programme supports and builds capacity for PRPs to understand the grant application process and offers ways by which they can highlight the unique experience and contribution they can bring to each project. Our co-build process presents an example and highlights the need for inclusive approaches, flexibility and individual thinking and application. The objective of this project was to identify the aspects of the CIHR grant funding application that were elemental to having PRPs join grant funding applications and subsequently funded projects, in more active and meaningful roles, and then to co-build a training programme that could support PRPs to do so. We used the CIHR SPOR Patient Engagement Framework, and included time and trust, in our patient engagement approaches to building a mutually respectful and reciprocal co-learning space. Our Working Group included seven PRPs who contributed to the development of a training programme. We suggest that our patient engagement and partnership approaches, or elements of, could serve as a useful resource for co-building more PRP-centred learning programmes and tools going forward.

Creating a School, Family, and Community Partnership to Promote Better Learning Outcomes in Primary Schools in Conakry, Guinea - Drawing on the Japanese Community-Based Approach Experience

Creating a School, Family, and Community Partnership to Promote Better Learning Outcomes in Primary Schools in Conakry, Guinea - Drawing on the Japanese Community-Based Approach Experience

TRAINING OF FUTURE EDUCATORS TO WORK WITH PARENTS AND THEIR ROLE IN THE AREA OF PARTNERSHIP BETWEEN THE EDUCATIONAL INSTITUTION AND FAMILY

The main goal of this research was to determine whether and to what extent educational programs and curriculums for preschool education develop competences in students that are needed for establishing partnership with parents. The basic research technique is the analysis of syllabus documentation. The analysis was created for the preschool education educational programs in the Federation of Bosnia and Herzegovina (University in Tuzla, University in Zenica, University in Bihac, University in Sarajevo), and it showed that there are differences between institutions in the aspect of presence of study courses that prepare future educators for the work with parents. The results of the research have shown that there are differences in relation to the examined units of analysis and that the degree of conformity of syllabus contents for the course subject Family Pedagogy and Partnerships with parents varies in relation to the examined areas.

The Family Business

Abstract Historians studying the concept of family in sixteenth-century Muscovy have usually relied upon memorial donations as evidence and contrasted two-generation nuclear versus three-generation extended families. This study examines documentary evidence of relatives jointly engaged in primarily entrepreneurial transactions involving property. The concept of “family” in such evidence is only implicit. The data base contains 397 instances of “family partnerships” from members of 288 families. While every conceivable combination of family relationships occurs, what is most striking is the predominance of brothers as the sole family members involved in 162 cases, 40 % of the data base, or in combination with other relatives for an additional 114 instances totaling 276 records, or over 69 % of the data base. Moreover, one-generation family partnerships (just brothers 162, just cousins 8, brothers and cousins 17, just husband and wife 9) total 196 cases, nearly half the data base. The data confirm the important role of women in property relationships (women appear in 107 cases, over 25 % of the data base) and the relative unimportance of in-laws (who appear only 6 times). In practice, then, the Muscovite conception of family included previously unappreciated one-generation families, revealing that family relationships in Muscovy were even more fluid than has been previously supposed.

Family Partnership in Continuing Medical Education: A Collaborative Experience

Family Partnership in Continuing Medical Education: A Collaborative Experience

Parental Roles in Attending Schools’ management Meetings and Pupils’ Academic Performance in Uganda

Pupils’ Academic Performance is wanting in many primary schools in Uganda. The public primary schools in Ndorwa County, Kabale District- Uganda is one of the case scenarios in perspective. This research sought views of internal and connected stakeholders regarding parents’ attendance of school administration meetings, in support of pupils’ educational performances. The study was aimed at developing a parental involvement school partnership model. The researcher used cross sectional survey design supported to collect and analyze both qualitative and quantitative data. A sample size of 322 was derived from a population of 2000 using simple random and purposive sampling techniques. The research data was analyzed by way of frequencies, percentages, means and standard deviations. Qualitative data was analyzed using content and thematic analysis. The results show that students of highly involved family members in schools management meetings and functions significantly outperformed those with family members who were not involved based on scores of the PLE for class 7. Parents of low-come levels, and negative attitude towards their children’s education were the main challenge. To improve pupils’ academic performance, the research recommends that parents need to consider regular attendance of school meetings and functions. Also, the government of Uganda should create policies that ensure implementation of parental involvement welfares, building of schools, family, and community partnership programs to empower parents and support their Children’s learning. The practice of parents’ attendance in school meetings and functions in support of pupils’ studies needs to be in tandem with deliberations from the ministry of education policies, district education regulations and schools’ administration directives. Parents need to check what they aid to pupils with schools’ advice.

Career, Covid-19, and Care: (Gendered) Impacts of the Pandemic on the Work of Communication Scholars

The study at hand analyzes the impact of the Covid-19 pandemic and related restrictions on scholars in the area of media and communication studies. It aims to highlight inequalities in the negative effects of the pandemic on academic output by examining the working conditions of scholars, taking into account gender, parenthood, and the partnership-based division of professional and care work. The quantitative survey was directed at communication scholars in Germany, Austria, and Switzerland. The findings show that there are no significant gender differences in terms of changes in academic output during the first 15 months of the pandemic; instead, disadvantages were observed in terms of parenting, regardless of the gender of the parents. Gender-specific effects could be detected concerning family situations and partnerships. Here, male participants are more often found in relationships in which the partner only works half-time, than women who mostly live with a partner who works full-time. The data suggest that gender differences related to changes in the time allotted for professional and care work and academic output are leveled out by the characteristics of the academic career model in which German-speaking scholars work. Nevertheless, gendered structures in academia and partnerships shape how the impact of the pandemic on professional work is experienced.

Implementation of School, Family, and Community Partnerships at MI Al Mukarromah Kebumen

&lt;p&gt;Kemitraan tri sentra pendidikan adalah kerjasama antara sekolah, keluarga, dan masyarakat yang berlandaskan pada azas gotong royong, kesamaa, kedudukan, saling percaya, saling menghormati, dan kesediaan untuk berkorban dalam membangun ekosistem pendidikan yang menumbuhkan karakter dan budaya prestasi siswa. Tujuan dari penelitian ini yaitu untuk menganalisis pelaksanaan kemitraan antara sekolah, keluarga, dan masyarakat di MI Al Mukarromah Kebumen. Jenis penelitian yang digunakan adalah penelitian kualitatif. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan model Miles and Huberman. Hasil analisis menunjukan bahwa kemitraan sekolah, keluarga, dan masyarakat di MI Al Mukarromah sudah berjalan dengan baik. Hal ini ditunjukkan dengan melaksanakan kegiatan yang melibatkan keluarga dan masyarakat, seperti pembentukan POMG, &lt;em&gt;parenting class&lt;/em&gt;, kegiatan khotmil Quran, dan lain-lain. Jadi dapat disimpulkan bahwa kemitraan antara keluarga dengan sekolah itu sudah baik, akan tetapi untuk program khusus mengenai kemitraan antara keluarga dengan masyarakat belum ada, padahal hal tersebut kami rasa penting untuk pembentukan citra baik MI Al Mukarromah dimata masyarakat. Kegiatan untuk dapat merealisasikannya seperti contohnya sosialisasi sekolah lewat bansos kepada masyarakat, maupun perayaan lain yang lebih melibatkan keluarga wali siswa dengan masyarakat&lt;/p&gt;

Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships

AbstractFamilies play a critical role in promoting students’ literacy development. Family literacy practices refer to oral, written, and reading strategies that impart cultural traditions and knowledge of the world and that occur in the dominant or native language of a family. It is especially important for educators to understand and build upon such practices when working with multilingual, immigrant, refugee, or asylee students who are the first in their family to attend school in a new host country. Unfortunately, teachers frequently report they are at a loss as to how to engage with the adult guardians of these students on joint efforts to encourage reading in a second language. In this review, effective family literacy programs published in the last several decades reported in the U.S. or internationally are analyzed for how they promote early English literacy skills while honoring a family's native language and culture and simultaneously encouraging strong partnerships between homes, schools, and communities. Culturally sustaining pedagogical approaches reflected within these programs provide ideas for how to intentionally encourage future enhancements of family literacy programming and research.

PS-P11-7: DIABETES AND HYPERTENSION SELF-MANAGEMENT: CHALLENGES AND SOLUTIONS FROM SOUTH AFRICAN PATIENTS AND HEALTH CARE PROVIDERS: A QUALITATIVE STUDY

Objective: This study aimed to unravel experiences, identify barriers to self management of diabetes and hypertension and solicit solutions for enhancing chronic disease self management from patients and their healthcare providers. Design and Methods: This was a qualitative study which collected data from eight in-depth interviews conducted with healthcare providers and four focus group discussions among patients with type 2 diabetes and hypertension receiving chronic disease care from two health facilities in a large peri-urban Township in Cape Town, South Africa. The Self Management framework described by Lorig and Holman, based on work done by Corbin and Strauss was used to analyse the data Results: Patients experienced challenges across all three self management tasks of behavioural or medical management, role management and emotional management. Main challenges included poor patient self-control towards lifestyle modification, sub-optimal patient-provider and family partnerships and post-diagnosis grief-reactions by patients. Barriers experienced were stigma, socio-economic and cultural influences, provider-patient communication gaps, disconnect between facility-based services and patients lived experiences and inadequate community care services. Patients suggested empowering community-based solutions to strengthen their disease self-management including dedicated multidisciplinary chronic disease management services, counselling services, strengthened family support, patient buddy system, patient-led community projects and advocacy. Providers suggested contextualised communication using audio-visual technologies and patient-centred provider consultations. Conclusions: Patients experienced several barriers to self-management of their chronic disease. Community-based dedicated multidisciplinary chronic disease healthcare teams, chronic disease counselling services, patient-driven projects towards healthy lifestyle and diet, and advocacy are needed to improve patient self-management. This will contribute towards SDG 3

Anxiety, Depression and Stress Among Female Medical Students During the Second Wave of the COVID-19 Pandemic and their Association with Family Functioning, Coping and Personality

Background and Aims: This research examined anxiety, depression, and stress levels in female medical students during the second wave of coronavirus disease 2019 (COVID-19) and the association between these variables and family functioning, coping, and personality factors. Materials and Methods: The cross-sectional online observational study was conducted using Google Forms. Anxiety, depression, and stress were assessed using the Depression, Anxiety, and Stress Scale (DASS-21), family functioning using Family Adaptability, Partnership, Growth, Affection, and Resolve, coping using Brief COPE, and personality using the Big Five Inventory 10-item version. Results: Out of 750 students, 500 thoroughly responded to the online survey. Based on the DASS-21 scores, 57.6% of participants had some stress, 63.4% had some anxiety, and 54.8% had some degree of depression. Anxiety, depression, and stress were highly correlated with each other. Stress, anxiety, and depression were weakly linked with problem-focused coping, moderately correlated with emotion-focused coping, and strongly correlated with avoidant coping. Better family functioning was associated with lesser self-reported stress, anxiety, and depression. Neuroticism was associated with higher anxiety, depression, and stress, while agreeableness and conscientiousness were with lower psychological distress. Conclusion: High level of psychological suffering was prevalent among medical students during the COVID-19 pandemic. Their anxiety, depression, and stress must be adequately managed.

From Attendance to Collaboration: Contextual Differences in Teacher Perceptions of Multilingual Family Engagement

Background/Context: There is a growing need for schools to examine the best ways of working with immigrant and multilingual families, as it is ever more likely that all teachers will work with multilingual newcomers and their children during their career. However, teachers often view multilingual families in deficit ways, and many teachers lack experience in designing culturally responsive school–family partnerships. Although professional development (PD) has been shown to positively impact teachers’ beliefs regarding actively engaging culturally and linguistically diverse families, it is not clear from the literature how such PD is taken up across different district contexts. Purpose/Objective/Research Question or Focus of Study: This article explores teachers' perceptions of multilingual family engagement across four distinct school districts involved in a PD project. We specifically asked: (1) How have teachers’ perceptions of immigrant/multilingual family engagement changed over the first year of a PD program? (2) How do teachers’ perceptions of multilingual family engagement differ across district contexts? Research Design: In this mixed-method study, we examine teacher survey responses, reflections, and researcher field notes from our first cohort of teachers ( n = 25) participating in our National Professional Development (NPD) grant project. We completed descriptive statistics to address our initial research question before exploring how context could be shaping the ways teachers implemented ideas from the PD. Next, teacher reflections and researcher field notes were analyzed following an ethnographic approach. Conclusions/Recommendations: We found that power-sharing approaches to family engagement were conceptualized by teachers along a continuum of relationship-building and power-sharing across districts. While PD can support teachers to develop family engagement beyond common and traditional practices, buy-in by teachers can be limited by district context and opportunities. Researchers providing PD need to recognize that discussions around power-sharing will look different depending on district context. Furthermore, providing this type of PD will require relationship-building with districts/teachers, ongoing support, and different amounts of time specific to the context(s) they are serving.

The Community Collaboration Model for School Improvement: A Scoping Review

Schools worldwide are developing innovative models in response to, and in anticipation of, societal changes. Aiming to address non-academic barriers to learning, while capitalizing on out-of-school time, some school and community leaders have prioritized family and community partnerships, especially in the United States (U.S.). The Community Collaboration Model (CCM) is one such U.S. partnership-oriented model of expanded school improvement. In contrast to some partnership-oriented models, the CCM prioritizes improvements in classrooms and communities, aiming to support students, assist teachers, and improve relationships beyond the typical school day. This scoping review examines 14 peer-reviewed articles which describe CCM-centered innovations and documented outcomes. Barriers and facilitators associated with CCM adoption and implementation in diverse U.S. school and community settings also are explored. CCM’s contributions to important student and school outcomes (e.g., increased access to mental health services, improved school climate, decreased discipline referrals) are documented in this scoping review. Some researchers have also described implementation-related facilitators (e.g., partnerships with universities) and barriers (e.g., initial resistance by educators) that influence the utility of the model in practice. Drawing on prior research, the authors discuss findings and implications for future research, educational policy, and practice.

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

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...