Knowing that children thrive in a multi-systems approach to mental health development, a growing number of schools often promote their vision through mission statements that include school-based youth development programs claiming to improve social and academic outcomes for all students (Greenberg et al., 2003). However, there is scant empirical evidence investigating effective school-based “wraparound” mental health services for low income, Latino children and their families (Cabrera, 2013; Gándara, 2017). This quasi-experimental, mixed methods case study utilizes a sample of 415 low-income children and their parents living in northern California to test the hypothesis that school-based youth development programs can potentially strengthen students’ developmental asset attainment and positively impact the school environment.
Bowen, C. (2018). Advancing a transactional ecology model of school-based positive youth development programs for children. Paper contributed to the AERA 2018 Annual Meeting, New York, New York.