Provide educational and social services in an alternative setting for students at-risk of dropping out of traditional high schools
Policies & Programs
Policies and programs that can improve health
filtered by "Education" and "Scientifically Supported"
Support interventions that provide chronically absent students with resources to improve self-esteem, social skills, etc. and address familial and school-related factors that can contribute to poor attendance
Provide career and technical education (CTE) as an integrated part of an academic curriculum for students at risk of dropping out of high school; also called vocational training
Establish small learning communities in high schools focused on fields such as health care, finance, technology, communications, or public service
Provide preschool education and comprehensive support to low income families, including small classes, student meals, and home visits with referrals for social service support as needed
Help underrepresented students prepare academically for college, complete applications, and enroll, especially first generation applicants and students from low income families
Provide supports such as mentoring, counseling, or vocational training, or undertake school environment changes to help students complete high school
Provide teen mothers with services such as remedial education, vocational training, case management, health care, child care, and transportation assistance to support high school completion
Provide child care, parent education, physical health and mental health services, and other family supports to pregnant women and parents with low incomes and children aged 0 to 3
Convene small groups of families for facilitated weekly meetings that include a family meal, structured activities, parent support time, and parent-child play therapy
Offer kindergarten programs for 4 to 6-year-old children, five days per week for at least five hours per day
Recruit and train minority students for careers in health fields via information about health careers, classes, practicum experiences, advising about college or medical school admissions, etc.
Support young children who exhibit or are at risk for behavioral problems with interpersonal relationship training and parents and teachers who are trained to meet their needs
Emphasize high expectations for all students, parent and student commitment, empowered principals, and regular student assessments that inform continuous improvement in a lengthened school-year and school-day
Establish programs that connect at-risk students with trained adult volunteers who provide ongoing guidance for academic and personal challenges
Focus heavily on reading and math achievement, enforce high behavioral expectations through a formal discipline system, lengthen instructional time, and increase feedback on teacher performance
Provide center-based programs that support cognitive and social-emotional growth among children who are not old enough to enter formal schooling
Provide center-based programs that support cognitive and social-emotional growth among young children from low income families, with supports such as home visiting or parental skills training
Provide publicly-funded pre-kindergarten (pre-K) education to 3- and 4-year-olds, through large-scale or universal efforts
Partner with doctors, nurse practitioners, and other medical professionals to incorporate literacy support into regular well-child visits, especially in lower income communities
Support programs to provide students with a nutritious breakfast in the cafeteria, from grab and go carts in hallways, or in classrooms
Provide health care services on school premises to attending elementary, middle, and high school students; services provided by teams of nurses, nurse practitioners, and physicians
Implement focused efforts to help children recognize and manage emotions, set and reach goals, appreciate others’ perspectives, and maintain relationships; also called social and emotional learning (SEL)
Address students’ disruptive and antisocial behavior by teaching self-awareness, emotional self-control, self-esteem, social problem solving, conflict resolution, team work, social skills, etc.
Teach positively stated behavior expectations to all students, often reinforced with prizes or privileges and supported with coaching and data; SWPBIS is tier one of Positive Behavioral Interventions and Supports (PBIS)
Provide academic instruction to students during the summer, often along with enrichment activities such as art or outdoor activities
Incorporate technology into classroom instruction via computer-assisted instruction programs, computer-managed learning programs, use of interactive white boards, etc.