CONNECTING FAMILIES, SCHOOLS AND COMMUNITY RESOURCES 5
ConnectingFamilies, Schools and Community Resources
ConnectingFamilies, Schools and Community Resources
Therelationship between schools and families is far much beyond theconventional relations of schools educating the young ones. Throughthe relation of being educators for families and the society, schoolshave far reaching opportunities to connect families with thenecessary support, resources and services as a way of serving them.This would make schools the school a central hub for supporting thesociety by offering human services agencies. The review of the policybrief article by the National Human Services Assembly will illustratethe importance of using schools to provide school-linked servicesthat strengthen schools and families in the use of communityresources.
Thearticle by the National Human Services Assembly presents the schoolas a central figure in the development of the community by being atthe heart of community resources. According to the National HumanServices Assembly (2004), the school promotes family economicsuccess, helps develop social networks and is the main publicresource for supporting the community. This is because the schoolprovides a basis for sharing community resources and opportunitiesbecause it connects families with support services and support.According to National Human Services Assembly, the reality of theschool being central in the community is appreciated and used by theinitiatives and projects of the AnnieE. Casey Foundation in (NationalHuman Services Assembly, 2004).
NationalHuman Services Assembly cites the relationship between the schoolsand families as interdependent despite the schools being keyinfluencers in the community. According to National Human ServicesAssembly (2004), the Annie Casey Foundation found out that thestrength of families determines their ability to take and supportchildren in school. Therefore, the stronger the families, thestronger the schools will be. As a result of this distinctrelationship, schools have a unique opportunity to partner withfamilies to strengthen the community for the benefit of all. As aresult of this relationship, communities will be stronger if theschools within them are strong.
Atthe same time, communities will benefit more if the school-linkedapproaches will be used as characterized by their distinct facts. Oneof the characteristics of the school-linked services is the holisticecological view that the success of a child is resultant of familyself-sufficiency, stability and emotional wellbeing(NationalHuman Services Assembly, 2004).Another characteristic is the coordinated service delivery resultingfrom linkage between the school, community institutions and agenciesof social services. The third characteristic is the focus on childoutcomes beyond the academics to include the family well being of thechild(NationalHuman Services Assembly, 2004).These characteristics describe the concept that the school is morethan just for educational impact on the society, especially in thegrowth of children.
Thepolicy brief by the National Human Services Assembly (2004) furtherexplores the efforts that would increase the availability ofschool-linked services to more people in the community. As a result,the article discusses the relevance of the school-linked services topeople in the community and the family systems. To further understandthe efforts that would improve these services, National HumanServices Assembly (2004) explores the challenges that face theavailability of the school-linked services and the solutions to them.
Themajor challenges include the primary focus on the education system toacademics rather than aspects of communal importance. The solution tothis is to link the social competencies to the overall success ofchildren. Another challenge is limitation of parents to be engagedwith schools in community life(NationalHuman Services Assembly, 2004).This can be solved by creating a friendly environment for bothschools and parents to engage in community work. Moreover, familieshave poor access to human services and health amenities, which canonly be solved by engaging schools in the provision of theseamenities.
Basedon my professional experience, I strongly support the efforts thatwill strengthen the impact of school-linked services to thecommunity. This is because of my agreement to the assertion that theschool is a central figure in bringing the community together andproviding necessary services. Therefore, schools and families shouldbe bought together through emerging practices like the Families andSchools Together (FAST)and the Communities In Schools (CIS)initiatives (NationalHuman Services Assembly, 2004).To strengthen the importance of the initiatives, National HumanServices Assembly (2004) presents the review of evidence-basedresearch that finds schools as a central figure in the growth ofchildren in the community. According to the report, schools usingschool-linked services reported stronger communities and recordedbetter teaching practices.
Inaddition, I support the strengthening of school-linked services andthe efforts to make them more available in the modern society. Thisis because they have proven to be of a better importance to childrenand overall development of the young people. These services will helpfamilies strengthen their support for children, and will be morebeneficial for the growing up of children in those families.Moreover, school-linked services are important for the provision ofsocial support for children in the society. This is because schoolsare the central places where children are raised from. Therefore,school-linked service approaches have a stronger impact on thebetterment of the lives of children than any other approaches in thecommunity.
NationalHuman Services Assembly, 2004. ConnectingFamilies, Schools and Community Resources. NationalHuman Services Assembly, PolicyBrief No.2, 2004