Abstract
Purpose. The purpose of this study was to describe the changes which occurred at three California middle schools where school-linked services were delivered. The changes described were in resources, roles and responsibilities, curriculum, extracurricular activities, student discipline, and parent involvement. This study also identified factors which facilitated and barriers which impeded the delivery of school-linked services. Methodology. The research methodology used for this study was descriptive. A multiple case study approach was used to collect data from three middle schools where school-linked services were delivered. Qualitative data were collected through observations, documents, and in-depth interviews with the program coordinators, principals, counselors, psychologists, nurses, and teachers. Findings. All three schools offer family functioning services, youth services, medical services, mental health services, and educational support services according to the identified needs of students. Counties, cities, school districts, colleges, and community agencies provide these services. Positive changes occurred at all sites. Students received counseling and health services beyond the resources of the schools. Extracurricular activities and parent involvement increased. Student discipline improved. Roles and responsibilities related to planning, screening, referral, and community outreach changed at all sites. There was some encroachment on school facilities. While school staff spent time and energy on planning and coordinating service delivery, they also saved time in obtaining services for students. Service delivery was facilitated primarily by collaborative planning and training and positive interagency relations. Service delivery was impeded primarily by breakdowns in interagency relations, political opposition, and loss of resources. Conclusions. Although the schools in this study experienced a variety of changes, the nature and degree of change varied with the school, the number and type of services delivered, and the personnel delivering services. Additional funding sources besides the Healthy Start grants are necessary to implement and maintain school-linked services. The involvement of key staff members in planning and coordinating service delivery plus the willingness of site administrators and key school staff members to assume new roles and responsibilities were instrumental in the schools becoming successful sites for school-linked services. Recommendations. Districts or schools considering becoming sites for school-linked services should: (1) establish strong collaborative relations with agencies in the community and secure the support of political and community leaders, (2) find agencies which can deliver services to meet student needs, (3) seek multiple sources of funding, (4) be prepared to spend time and energy in planning and community outreach, and (5) formulate strategies to overcome those barriers which tend to impede the delivery of school-linked services.