The Impact of System-of-Care Participation on School Functioning: Exploring Caregiver and Teacher Perspectives

Abstract

There is some evidence that systems of care are associated with improved outcomes for the children and youths who participate; however, little research has been conducted on how these approaches affect student functioning in school. In this study, the authors explored the relationship between participation in the Dawn Project system of care and changes in school functioning over time. The authors gathered, analyzed, and compared teacher and caregiver perspectives of changes that occurred in students' school functioning after participating in the Dawn Project for 1 year. Although findings indicated differences in caregiver and teacher perceptions, both groups reported some improvements in school functioning, more so in the area of behavioral functioning than in academic performance. These results help illuminate the degree to which system-of-care involvement affects school functioning and how families and educators can be more fully involved in the collaborative processes inherent in these kinds of cross-system initiatives.

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