American schools can no longer afford to operate in isolation. As a result, many school-based and school-related health and human service programs have sprung up across the country. Schools are also reaching out to parents and the community to strengthen students’ educational foundations. State education agencies play a role in supporting many of these school-community partnerships, primarily for two reasons: they seek to ensure the educational success of all students (collaboration being a means to that end); and second, they see themselves as key partners in larger and broader efforts to ensure the overall well-being of children and families. The highest levels of state government have undertaken collaborative efforts on behalf of children and families. The goal is to develop a comprehensive local service delivery model with an emphasis on community-led initiatives. The effort has focused on children placed out of state and those at risk of out-of-home placement. While everyone agrees that collaboration is the call of the day and is necessary to build the systems that support children, youth, and their families, many barriers and challenges remain to be overcome, including:

– Bureaucratic and cultural differences between education and collaborating agencies
– Pressure on educators to be accountable for discrete educational outcomes, and
– The time, money and frequent contact it takes to build working relationships and collaborations.

Despite the barriers, support for the child and family agenda at the highest levels can help collaborative efforts in communities. A formal structure, such as a children’s “cabinet,” can facilitate and establish collaboration as an expectation. While high-level state support is vital, collaboration at the school and community level is just as important. The degree of support from government agencies to local associations fluctuates depending on the dependence of many factors. However, despite such bureaucratic challenges, state education agencies are increasingly supporting and working with partnerships at the school and community levels. It is at this grassroots level that diverse, interdisciplinary groups of professionals are working together to support children and families. The rise in collaborative activities in recent years is testament to educators’ recognition that they can no longer operate in isolation if they hope to ensure student success in school. Despite difficult family and community circumstances, some children succeed in school and in life. Because they have persevered through severe, often long-lasting, and multiple challenges, they are referred to as “resilient.” If we can understand what makes some children resilient, we may be able to enhance that development in others.

A classic 25-year study of psychological resilience followed babies born in Florida under adverse circumstances, including approximately 350 who were considered high risk. Approximately one-third of those children did not show any problems, and while the other two-thirds did have problems, by their mid-30s almost all had become constructively motivated, responsible adults. One of their distinctive experiences as children was a close, long-term relationship with a parent or other caring and responsible adult. Other studies have been conducted on the resilience of children of parents with mental illness and adolescent mothers, those in foster care, and those who have been abused, chronically ill, and/or delinquent. Of these children, most of those who achieve adult success tend to have long-term connections with competent adults, religious faith, and perceptions of themselves as worthy and competent. Parents or mentors of such children make the child feel valuable and valued. They demonstrate competence that children can emulate and provide guidance and constructive feedback on the child’s progress. In addition, they provide experiences that build competence and trust. But changes in American families, such as more teen mothers, divorces, separations and turnkey children, have made it harder to build resilience. In some areas, the stabilizing influences of religious and social institutions have also diminished. Unfortunately, educators have little impact outside of school on early childhood development. Urban educators face even greater challenges. Their schools are often large and often serve poor and highly mobile families, making it difficult to reach families and communities. Research suggests that despite such difficulties, educators can reach out to promote educational and psychological resilience. First, educational practices that have been shown to increase achievement can be used to help students succeed not only in school, but also in learning the skills they need to succeed in life. Second, educators can work with others to improve conditions in communities that promote psychological well-being. Only one in four children born to alcoholic parents becomes alcoholic. What are the general characteristics of children who outgrow this and other risk factors? Researchers have identified several key competencies of resilient children. They include:

– Social competence: Resilient children have moderate temperaments and generally avoid “losing their temper.” They are malleable and can easily adapt to different situations. Such traits and abilities allow them to attract the attention, support, and affection of adults and peers.
– Intellectual competence: resilient children score higher on intelligence tests, especially verbal tests, and are able to think of novel solutions to problems. Such out-of-the-box thinking often manifests itself in humor, which can dispel the anger and anxiety of confrontations.
– Planning: Resilient children can think through their problems, set high but realistic goals for themselves, and monitor their own progress. They believe that they are decisive in achieving their own success.
– Wit: Although they have good social skills and respond well to others, resilient children can be independent when necessary. For example, they may stay apart from abusive and disorderly families and form bonds with others outside of the family.

These four areas of competence are hardly predestined; they can be learned in families, schools and communities. To the extent that parents, educators, and other adults in the community encourage the development of such resilience competencies, children are likely to succeed in school and in life. The school’s first priority is learning, and anything that enhances learning is in the educational interest of the student. Some practices, however, seem especially important for children living in high-risk circumstances. For example, local, state, and national moves toward curriculum standards have made it possible for teachers at various grade levels to build on what students have learned in earlier grades. This is particularly important for mobile children, who often experience setbacks in grade level and performance when they move to a new school. New metacognitive learning methods encourage students to set and monitor their learning goals. In reciprocal teaching, for example, children prepare a lesson and then teach each other, following the saying, “To learn something well, teach it.” The need to plan and organize these types of activities not only helps learning, but also improves children’s abilities for independence and teamwork, both valued in adult life. Research shows that children in categorical programs, such as special education and Title I elementary and secondary education, are often poorly served in segregated settings. They may be prejudicially stereotyped and receive inferior lessons, and consequently may learn less and suffer from low self-esteem. Many of these vulnerable children would do better in regular education classrooms that are designed to accommodate individual differences among students.

Teachers, principals, and other school personnel can serve as role models for at-risk children by demonstrating what they do to solve real-life problems. When problems arise, educators can discuss with students the causes, possible solutions, and ways to implement the best solution. When educators sense that a student is in crisis, a confidential talk, a little encouragement, or a referral to a professional specialist can do wonders. Sometimes just listening can help. Educators who form strong, lasting ties with students can be of great benefit to children in crisis. Families who have a variety of psychological resilience and educational resources at their disposal are more likely to raise children effectively. For example, families can consult educators for ideas and useful information on effective parenting and educational practices. Educators can also provide confidential support and advice to families seeking guidance in dealing with risk factors and deterrents that hinder resilience. Parents can provide a healthy environment for their children in many ways:

– Avoid violent conflicts and abuses.
– Show warmth and affection.
– Encourage joint activities.
– Promote responsibility through family tasks.
– Provide positive role models.
– Introduce appropriate expectations
– Show interest in achievements.
– Enroll children in school and community programs.
– Promotes the development of skills.
– Seek professional help when necessary
– Participate in organized programs for adults and children.

Healthy communities are likely to foster resilient children. Public safety is obviously important, as are agencies that provide effective library, medical, psychological, and social services. Schools can link with community agencies to provide referrals to collaborative services and cooperative programs. As in medicine, preventive actions can be wise and more cost-effective than remedies after the fact. Schools can help by informing students and parents about the resources communities have to offer. Cooperative programs are especially effective. Resiliency programs are hardly a panacea for the problems many children face in school and in life, although various strategies and approaches have had some success. Given the problems and challenges facing children today, expanding such efforts through the support of all adults who work with children seems to be in our national interest.