The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support

The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support. Sibley, E., Theodorakakis, M., Walsh, M. E., Foley, C., Petrie, J., & Raczek, A. Teaching and Teacher Education, 65:145–156, July, 2017.

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Comprehensive, school-based student support interventions are an approach to addressing out-of-school factors that may interfere with students' achievement and thriving. The effect of these approaches on teachers has not been extensively studied, although the literature points to potential beneﬁts. This paper explores the impact of student support on teachers through a case study of City Connects, which collaborates with every teacher in a school to tailor services for students. A mixed-methods study ﬁnds that teachers report new awareness of students' out-of-school lives, develop classroom management strategies, and feel more supported. Implications for teacher education and holistic student support are discussed.

@article{sibley_impact_2017,
	title = {The impact of comprehensive student support on teachers: {Knowledge} of the whole child, classroom practice, and {Teacher} {Support}},
	volume = {65},
	issn = {0742051X},
	shorttitle = {The impact of comprehensive student support on teachers},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S0742051X17302755},
	doi = {10.1016/j.tate.2017.02.012},
	abstract = {Comprehensive, school-based student support interventions are an approach to addressing out-of-school factors that may interfere with students' achievement and thriving. The effect of these approaches on teachers has not been extensively studied, although the literature points to potential beneﬁts. This paper explores the impact of student support on teachers through a case study of City Connects, which collaborates with every teacher in a school to tailor services for students. A mixed-methods study ﬁnds that teachers report new awareness of students' out-of-school lives, develop classroom management strategies, and feel more supported. Implications for teacher education and holistic student support are discussed.},
	language = {en},
	urldate = {2019-04-18},
	journal = {Teaching and Teacher Education},
	author = {Sibley, Erin and Theodorakakis, Maria and Walsh, Mary E. and Foley, Claire and Petrie, Jessica and Raczek, Anastasia},
	month = jul,
	year = {2017},
	keywords = {ccnx, empirical study, mixed methods, publish, school based intervention, school staff, student support, survey, teacher knowledge},
	pages = {145--156},
}

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