"There are very few, if any, books that furnish a grounded account of the major historical and current barriers to integrating mental health services and school life, and then make the practical case for such integration. Barriers to Learning makes a critical, powerful, and timely contribution to making schools and school systems effective for all children. Well-written, clear, and compelling, this is a must-read book for education reformers."---Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto (from the foreword)
"The argument in support of integrated mental health services in schools has been made. Debra S. Lean and Vincent A. Colucci have drawn on their research and many years of front line school-based experience in articulating an integrated model. The model they present will remove barriers to learning and diminish the multiripple effect. Key to its success is the education system's commitment to ensuring that school-based support professionals are mandated in every school."---Dan Milne, MSW, RSW, president, Dufferin-Peel Catholic Chapter, Association of Professional Student Services Personnel
"Educators are naturally and logically drawn to understanding learning and behavior while recognizing and trying to sort out the inherent challenges. Lean and Colucci unravel the complexity of the twenty-first century classroom. Barriers to Learning is a practical call to action that integrates years of experience with theory."---Michael Bator, retired director of education; president, Haig Boulevard Inc.
A key concern for educators, administrators, professional support services personnel, parents, and policy makers is barriers to learning. particularly student mental health. Statistics reveal that up to 20 percent of children and youth have mental health issues, and up to 80 percent of those do not receive proper intervention. This book presents a unique classification and review of various mental health and learning issues. The authors link current education and child and youth mental health reforms to make the case for improving services to address barriers to learning. This book includes a unique School-based Integrated Student Support Model (SISSM), which, within the context of exceptional school leadership and instruction, provides a framework for timely and evidence-based integrated and collaborative services to reduce, manage, and prevent barriers to learning for all students.
Industry Reviews
There are very few if any books in the literature that furnish a grounded account of the major historical and current barriers to integrating mental health services and school life and then make the practical case for such integration. Barriers to Learning makes a critical, powerful, and timely contribution to making schools and school systems effective for all children. Well written, clear, and compelling this is a must-read for education reformers. -- Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto (from the foreword)
At long last . . . a clear, articulate and well-researched argument in support of mandated student support professionals in all publicly funded schools. Education policy makers interested in removing barriers to learning have a road map to move forward.The argument in support of integrated mental health ervices in schools has been made. Colucci and Ginsherman have drawn on their research and many years of frontline, school-based experience in articulating an integrated model. The model they present willremove barriers to learning and diminish the multi-ripple effect. Key to its success is the education system's commitment to ensuring that school-based support professionals are mandated in every school... -- Dan Milne, MSW, RSW, president, Dufferin-Peel Catholic Chapter, Association of Professional Student Services Personnel
This book is extremely well done and contains a lot of useful information on providing mental health services in schools. I particularly like the graphics and Venn diagrams, which provide a clear conceptualization of school systems' organizational variables and how they interact. This book could be used in school psychology classes and interventions. -- Frank M. Gresham, Ph.D., department of Psychology, Louisiana State University, Ph.D., department of Psychology, Louisiana State University, Baton Rouge, Louisiana
Educators are naturally and logically drawn to understanding learning and behaviour, while recognizing and trying to sort out the inherent challenges. Lean and Colucci unravel the complexity of the twenty-first-century classroom. Barriers to Learning is a practical call to action that integrates years of experience with theory. -- Michael Bator, retired director of education; president, Haig Boulevard Inc.
At long last . . . a clear, articulate and well-researched argument in support of mandated student support professionals in all publicly funded schools. Education policy makers interested in removing barriers to learning have a road map to move forward.
The argument in support of integrated mental health ervices in schools has been made. Colucci and Ginsherman have drawn on their research and many years of frontline, school-based experience in articulating an integrated model. The model they present will remove barriers to learning and diminish the multi-ripple effect. Key to its success is the education system's commitment to ensuring that school-based support professionals are mandated in every school. -- Dan Milne, MSW, RSW, president, Dufferin-Peel Catholic Chapter, Association of Professional Student Services Personnel
This book is a comprehensive source for all involved in pediatric well-being, presenting a thorough approach to address the issue of increasing pediatric mental health problems. * Canadian Journal of Education *
Theirs is a slim book and an immensely readable one. It is also a book that needs to be read....Barriers to Learning is a book with a vision of what might be, a vision of not a single child being lost from the education system. It needs to be read by those who can share the vision and can also implement it. -- Lynn Wells, Ph.D., Private Practice in School Psychology
