Principals as Champions of Collaboration for Vulnerable Children and Youth: A Case Study of Community Schools
Bibliographic record
Abstract
Children and youth with mental disorders require support from multiple service providers, and therefore intersectoral collaboration is required. Community schools, as accessible hubs, with broad-based partnerships, may provide the conditions that foster much needed intersectoral collaboration for this population of students. In order to examine the degree of collaboration in community schools, a qualitative, multi-case study of three community schools in the province of Manitoba, Canada was conducted, and the perspectives of key stakeholders in community schools were obtained. Findings indicate that the leadership of the school principal was essential in creating a culture of collaboration, and in fostering intersectoral partnerships, which enhanced service provision. However, senior administrative and policy level support from school divisions, and the provincial government for the provision of intersectoral support in community schools was described as limited. The future of community schools was characterized as tenable given their dependency upon the leadership of the school principal for the provision of intersectoral support, in the absence of policies, procedures, and resources that legitimize an intersectoral leadership role. Future research may involve identifying a community school as a pilot site for the formal integration of support with joint funding and staffing from government departments including, but not limited to, health, mental health, and child welfare under the formally designated leadership of the principal of the community school.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".