Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

“Offers a broad view, and a systemic approach missing from most books on school reform and improving student outcomes, especially for the student who is not achieving.”-Susan Wooley, Executive DirectorAmerican School Health Association, OH

• List of Guides: Tools for Analyses and Capacity BuildingPrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. Why Learning Supports Are Imperative and What’s Wrong With the Way We’re Doing It Now1. Why New Directions Are Imperative2. Which Students Need Learning Supports?3. Complex Problems, Limited Solutions4. Controlling Behavior at the Expense of Motivating LearningPart II. New Directions for Learning Support at a School Site5. Addressing Barriers to Learning in Schools6. A Schoolwide Component for Learning Support7. Rethinking Infrastructure: Starting at the School Level8. School-Family-Community Connections: With a Special Focus on School-Community Collaboratives9. Using and Extending the Research Base for Addressing Barriers to Learning10. Coda: Building Prototypes and Going-to-ScalePart III. Resources11. More About Understanding and Labeling Student Problems12. Student Support and Behavior Problems13. Reframing the Roles and Functions of Student Support Staff14. About Surveying How a School Is Addressing Barriers to Student Learning15. Natural Opportunities to Promote Social and Emotional Learning and Well-being16. About Mental Health in Schools17. New Directions for Student Support Initiative Brief: Assuring That No Child Is Left Behind18. Examples of Policy Statements19. Our Published Works and Center-produced Resources on Addressing Barriers to Learning20. Internet Sites for a Sampling of Major Agencies and Organizations Relevant to Learning SupportsIndex

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

“Offers a broad view, and a systemic approach missing from most books on school reform and improving student outcomes, especially for the student who is not achieving.”-Susan Wooley, Executive DirectorAmerican School Health Association, OH

• List of Guides: Tools for Analyses and Capacity BuildingPrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. Why Learning Supports Are Imperative and What’s Wrong With the Way We’re Doing It Now1. Why New Directions Are Imperative2. Which Students Need Learning Supports?3. Complex Problems, Limited Solutions4. Controlling Behavior at the Expense of Motivating LearningPart II. New Directions for Learning Support at a School Site5. Addressing Barriers to Learning in Schools6. A Schoolwide Component for Learning Support7. Rethinking Infrastructure: Starting at the School Level8. School-Family-Community Connections: With a Special Focus on School-Community Collaboratives9. Using and Extending the Research Base for Addressing Barriers to Learning10. Coda: Building Prototypes and Going-to-ScalePart III. Resources11. More About Understanding and Labeling Student Problems12. Student Support and Behavior Problems13. Reframing the Roles and Functions of Student Support Staff14. About Surveying How a School Is Addressing Barriers to Student Learning15. Natural Opportunities to Promote Social and Emotional Learning and Well-being16. About Mental Health in Schools17. New Directions for Student Support Initiative Brief: Assuring That No Child Is Left Behind18. Examples of Policy Statements19. Our Published Works and Center-produced Resources on Addressing Barriers to Learning20. Internet Sites for a Sampling of Major Agencies and Organizations Relevant to Learning SupportsIndex

Howard S. Adelman is professor of psychology and codirector of the School Mental Health Project and its federally supported National Center for Mental Health in Schools at UCLA. He began his professional career as a remedial classroom teacher in 1960. In 1973, he returned to UCLA in the role of professor of psychology and also was the director of the Fernald School and Laboratory until 1986. In 1986, Adelman and Linda Taylor established the School Mental Health Project at UCLA. The two have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.Linda Taylor is codirector of the School Mental Health Project and its federally supported national Center for Mental Health in Schools at UCLA.In her early career, Taylor was involved in community agency work. From 1973 to 1986, she codirected the Fernald Laboratory School and Clinic at UCLA. In 1986, she became codirector of the School Mental Health Project. From 1986 to 2000, she also held a clinical psychologist position in the Los Angeles Unified School District and directed several large-scale projects for the school district.Taylor and Howard S. Adelman have worked together for over 30 years with a constant focus on improving how schools and communities address a wide range of psychosocial and educational problems experienced by children and adolescents. Over the years, they have worked together on major projects focused on dropout prevention, enhancing the mental health facets of school-based health centers, and developing comprehensive, school-based approaches for students with learning, behavior, and emotional problems. Their work has involved them in schools and communities across the country. The current focus of their work is on policies, practices, and large-scale systemic reform initiatives to enhance school, community, and family connections to address barriers to learning and promote healthy development. This work includes codirecting a national Center for Mental Health in Schools, which facilitates the National Initiative: New Directions for Student Support.

“Offers a broad view, and a systemic approach missing from most books on school reform and improving student outcomes, especially for the student who is not achieving.”-Susan Wooley, Executive DirectorAmerican School Health Association, OH

• List of Guides: Tools for Analyses and Capacity BuildingPrefaceAcknowledgmentsAbout the AuthorsIntroductionPart I. Why Learning Supports Are Imperative and What’s Wrong With the Way We’re Doing It Now1. Why New Directions Are Imperative2. Which Students Need Learning Supports?3. Complex Problems, Limited Solutions4. Controlling Behavior at the Expense of Motivating LearningPart II. New Directions for Learning Support at a School Site5. Addressing Barriers to Learning in Schools6. A Schoolwide Component for Learning Support7. Rethinking Infrastructure: Starting at the School Level8. School-Family-Community Connections: With a Special Focus on School-Community Collaboratives9. Using and Extending the Research Base for Addressing Barriers to Learning10. Coda: Building Prototypes and Going-to-ScalePart III. Resources11. More About Understanding and Labeling Student Problems12. Student Support and Behavior Problems13. Reframing the Roles and Functions of Student Support Staff14. About Surveying How a School Is Addressing Barriers to Student Learning15. Natural Opportunities to Promote Social and Emotional Learning and Well-being16. About Mental Health in Schools17. New Directions for Student Support Initiative Brief: Assuring That No Child Is Left Behind18. Examples of Policy Statements19. Our Published Works and Center-produced Resources on Addressing Barriers to Learning20. Internet Sites for a Sampling of Major Agencies and Organizations Relevant to Learning SupportsIndex