Essay, 4 pages (950 words)

Ecological focus on school-community partnerships

Ecological Focus on School-community Partnerships

A partnership between the school and the community that is well designed could be vital in ensuring success and the well – being of families and children in the community. This is an interdependence environment where the community and the school help each other to achieve various goals. The main goal of the school is to ensure that it raises students who are able to excel in their curricular and co-curricular activities. On the other hand, the community intends to establish a form of social cohesiveness that would facilitate the coexistence of all individuals (Nelson & Prilleltensky, 2010). Schools help to model young individuals so that they can adopt appropriate attitudes and develop a positive mentality throughout their interactions with other members of the society. This helps the society to achieve its objective of establishing a suitable environment for all the members of the community to live and work.

Community links and comprehensive services are important to the goals of learning. According to the Harlem’s Children Zone (HCZ), it is apparent that community link can help to promote learning goals. They help to facilitate the adaptation of students to the changing circumstances in the school environment. Adaptation is one of the actors that help the students to integrate into other systems in case of deinstitutionalization (Nelson & Prilleltensky 78). Community links help to provide supplementary resources that are crucial in learning. For instance, HCZ facilitates the provision of grants to children in different types of schools. HCZ also helps to facilitate the transition of students from high school to college (McCarthy & Jean – Louis, n. d.). It provides the students with information that would enable them to adapt to the new learning experience. This helps to improve the self esteem of the students as they transform to another level of learners. Therefore, they are able to concentrate and excel in their learnin. g (McCarthy & Jean – Louis, n. d.). This proves the fact that the community links could be vital of school learning, and sometimes be part of school learning.

I appreciate learning environment where the community collaborates with the school to achieve a common objective because I have had a real taste of this experience. I grew up in an area where the community played an important role in facilitating the sustainability of institutions. I have had an experience where the school is linked to the community through various support programs. The school mostly offered a comfortable environment for the community to implement some of its social programs. On the other hand, the community played a significant role in supporting the school to realize some of its goals. Most of the community programs offered to fund to the students who were unable to afford to pay for tuition and other expenses. On the other hand, the community programs also helped to provide other enlightenment programs. Throughout this experience, I witnessed many students change in many ways due to the unified efforts that are depicted by the community and the school.

The anti-drug counseling program is one of the common programs in high school that were supported by the community. The program involved the enlightenment of students regarding the dangers of drug use and how individuals can approach the issue of drug use. Having grown in an environment with a variety of social issues, drug use was a common challenge. This could be perceived by the number of students who had to undergo intervention courtesy of the community program. The program helped to transform the attitudes of many students regarding drugs. The decrease in cases of drug use among students facilitated an improvement in the overall performance of the school. This implies that the community program helped some of the students to relinquish a habit that had been deterring them from achieving their learning goals.

One of the most reasonable school and community partnership program would involve one that addresses the issues of nutrition in schools. The community has the advantage of information regarding the trends in the consumption of fast foods and their effects. The community can use this data in order to identify the best nutritional measures for school going children. Some of these measures would include a regulation on the intake of fast foods, encouraging the intake of fruits and vegetables, enlightenment regarding the consumption of cholesterol, and issues about eating disorders. These are nutritional issues that have become prevalent among students and could become a health threat to this population group in the future.

Issues of obesity in schools have increased due to the increased intake of fast foods by students. This affects the level of concentration of the students as well as their self-esteem. Starting programs to address this issue will reduce the cases of obesity and improve the performance of students. On the other hand, programs that deal with the issue of eating disorders would also help to slow down the increase in the cases of eating disorders among students (Pratt, Phillips, Greydanus & Patel p. 297). These disorders have effects that could be as dangerous as the effects of any other disorder in the body.

While the school and the students benefit from this program, the community would also be helping to model individuals who are competitive and able to contribute towards the stable growth of the community. Therefore, this is a program that would help to support students and schools in their learning endeavors and also promote the building of a sustainable community.


  • McCarthy, K. & Jean – Louis, B. (n. d.). Harlem Children’s Zone. Center for the Study of Social Policy .
  • Nelson, G. & Prilleltensky, I. (2010). Community Psychology: In Pursuit of Liberation and Well-Being . New York, NY: Palgrave McMillan.
  • Pratt, H. D., Phillips, E. L., Greydanus, D. E., & Patel, D. R. (2003). Eating Disorders in the Adolescent Population: Future Directions. Journal of Adolescent Research , 18 (3), 297–317. https://doi. org/10. 1177/0743558403018003007
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