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School Community Partnerships
Introduction:
School-community partnerships are fundamental to optimizing the potential of education
capabilities to serve students and their families. Urban communities are, unfortunately, at a
disadvantage in reaching academic, social, and health needs hence, rely on the community to
support and assist in filling the gaps. Schools and communities share a reciprocated
responsibility to provide opportunities to support students learning. Collaboration can improve
students’ behavior and confidence to be engaged and motivated.
Parents and families in the underprivileged deserve to be provided with equal
opportunities to improve and promote success in their children’s education and health. However,
many families struggle to meet student goals due to circumstances such as cultural, domestic,
and economic status. Parents benefit from the resources provided in the collaborations as much
as children do. Academic achievement and development, in theory, are achieved through mutual
interests in three aspects: school, family, and community, which operate in a cohesive framework
(Stefanski et al., 2017). Community partnerships can provide programs that encourage and
improve learning and social skills, mental and behavioral health, and resources for sustenance.
Schools located in urban communities are underfunded, overcrowded, and lack sufficient
educational resources. In these areas, you may recognize students who are minorities in poverty-
stricken homes or single-parent homes, suffer from some form of trauma, or come from
dysfunctional households. City Year was founded in 1988 to bring young adults of diverse
backgrounds to assist communities with low-income students and students of color who are
affected by systemic inequalities to provide access to equal learning opportunities.
Their purpose is to provide resources to prepare students with social, emotional, and academic
skills to thrive beyond school. City Year delivers a holistic approach to support students learning
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School Community Partnerships
socially and academically. They partner with schools and provide student success coaches or
mentors to cultivate strong positive relationships, build social, emotional, and academic skills,
and create a welcoming and engaging environment. Student success coaches work within the
schools, side by side with teachers and one-on-one with students. City Year fills in the gaps in
these communities through one-on-one tutoring and small group instruction for students who
may fall in the cracks due to injustices. In addition, City Year provides social-emotional learning
techniques that are critical outside of the classroom. The mentors build caring and consistent
relationships for students to grow and feel safe. They are located in 21 states, 29 cities, and over
300 schools across America.
A partnership with City Year can target students at Prince George's High who are
struggling due to the unjust circumstances of the environment and minority students. P.G. High
is in a rural area and is a mix of social and economic classes and races. However, the differences
are prominent in the classrooms. The goal is to partner with City Year’s student success coaches
to rotate throughout core classes and grades. I believe student success coaches could be most
impactful in core classes because the dynamic is consistent, but they struggle to meet all students'
needs in the classroom due to overcrowded classes. The number of students in a classroom can
impact their academic performance and achievement. They are located in 21 states, 29 cities, and
over 300 schools across America. One study supports that “schools with smaller student-teacher
ratio, teachers can have more time to spend with each student and check the progress of every
student they are responsible for and can provide a more individualized teaching that is more
suitable to each student (Koc & Celik, 20125)”. The coaches would communicate with teachers
about students struggling to engage or integrate into a class setting. This partnership can make
personal yet life-changing impacts in students' lives. Students will have the space to connect with
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School Community Partnerships
the mentors in ways that teachers or families cannot. City Year teaches evidence-based practices
as well as personal experiences that are relatable to the students. The mentors come from a
diverse background or have benefit from the program themselves. High school students struggle
with authoritative figures and become resistant to participating in the class and with peers.
Students who struggle with home stressors are more likely struggle to study things not easily
understood, teachers with high expectations, and keep up with academic demands (Moya et.al.,
2022). Therefore, mentors can provide some students a sense of belonging while providing tools
that positively impact their social, emotional, and academic abilities.
This would be beneficial for enhancing the culture within the schools. Student success
coaches advocate for the less fortunate students during school hours. This ultimately reduce
aggressive behaviors and misunderstanding between staff and student. Furthermore, City Year
can provide resources for staff members to implement in their classes. Teachers promoting SEL
in the classrooms teach students how to self-regulate, learn empathy, and make responsible
decisions (Schonert-Reichl, 2017). Teachers can participate in providing spaces that are
inclusive and safe for the students socially and emotionally. Once a student graduates, they will
be offered an opportunity to become a student success coach while getting paid and making a
difference. “As each has received a gift, use it to serve one another, as good stewards of God’s
varied grace (1Peter 4:10)”. There is something unique in each student but they are a part
societal and cultural injustice.
Schools in urban communities operate with what they can and what they have;
unfortunately, is never enough to accommodate students from all backgrounds. Often, students
are limited to thrive academically but are likely to be socially and emotionally stunted. Some
families have the time, money, or resources to provide their child with adequate support.
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School Community Partnerships
Therefore school-community partnerships are critical for accessing equitable education. City
Year serves as a pillar in many schools, providing students with social, emotional, and academic
skills to succeed in and out of the class. They fill in the gaps in the classroom and for individual
students. Their unique approach has benefited and continue to partner with schools in urban
communities.
References
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School Community Partnerships
Koc, N., & Celik, B. (2015b). The impact of number of students per teacher on student
achievement. Procedia - Social and Behavioral Sciences, 177, 65–70.
https://doi.org/10.1016/j.sbspro.2015.02.335
Molina, S. C. (n.d.). Family, school, community engagement, and partnerships: An area of
continued inquiry and growth. Family, School, Community Engagement and Partnerships,
121–124. https://doi.org/10.4324/9781315713687-10
Moya MS, Caldarella P, Larsen RAA, Warren JS, Bitton JR, Feyereisen PM. Addressing Adolescent
Stress in School: Perceptions of a High School Wellness Center. Educ Treat Children.
2022;45(3):277-291. doi: 10.1007/s43494-022-00079-1. Epub 2022 Jul 14. PMID: 35854976;
PMCID: PMC9281574.
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