In a 17-year partnership with our community, the Boston Children’s Hospital Neighborhood Partnerships Program (BCHNP) has promoted the social, emotional, and behavioral health of diverse youth and families through high quality, innovative, and culturally relevant clinical care, education, training, and advocacy in Boston’s schools and community health centers where children and adolescents live and learn. Since its inception, BCHNP has focused its resources on under resourced communities, where youth may experience challenges that could increase their risk for social, emotional, and behavioral health concerns.
BCHNP is committed to integrating evidence-based practices with the voices of students, families, and school communities in order to provide services that are high quality, innovative, and culturally relevant.
BCHNP’s service delivery model is consistent with the multi-tiered system of supports model (MTSS; Hess et al., 2012; Stoiber, 2014). This best practice model, as shown in the figure below, is aligned with the public health model of stepped care with each level of service increasing in intensity for students with higher levels of need, as shown in Figure 1.
Services provided at each partner school are individualized based on a variety of factors relevant to each school’s needs and resources. To learn more about each of these services and the outcomes associated with them, please click on each section of the triangle below.
Overall, in the 2018-2019 school year:
FTEs | Grade Levels | Total Enroll | % Female | % Asian | % African-American | % Latinx | % White | % Multi-race, Non-Hispanic | % Economically Disadvantaged | % ELL | % Students with Disability | Partner Since | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Boston Arts Academy | 1.0 | 9-12 | 469 | 67.2 | 3.6 | 42.0 | 38.4 | 11.1 | 4.3 | 48.6 | 6.6 | 15.4 | 2002 |
Boston Latin School | 1.2 | 7-12 | 2440 | 54.3 | 28.6 | 7.5 | 12.5 | 46.8 | 4.3 | 16.8 | 30.6 | 2.0 | 2002 |
Lyndon School | 1.5 | K0-8 | 619 | 47.2 | 2.7 | 9.4 | 27.3 | 56.2 | 4.4 | 27.1 | 14.2 | 18.1 | 2002 |
Madison Park Vocational School | 1.0 | 9-12 | 887 | 41.3 | 1.2 | 36.8 | 57.7 | 1.7 | 1.9 | 70.9 | 34.5 | 33.4 | 2018 |
Match Community Day School | 0.5 | K0-5 | 620 | 55.5 | 1.5 | 48.7 | 45.2 | 2.1 | 2.3 | 62.4 | 43.4 | 19.2 | 2017 |
Oliver Hazard Perry School | 0.6 | K0-8 | 245 | 46.5 | 1.6 | 22.9 | 13.5 | 58.8 | 2.9 | 47.8 | 15.5 | 24.9 | 2018 |
Sumner Elementary School | 0.8 | K0-5 | 546 | 45.4 | 0.7 | 18.7 | 60.4 | 14.7 | 5.3 | 56.0 | 48.0 | 20.9 | 2002 |
Grade Levels | Total Enroll | % Female | % Asian | % African-American | % Latinx | % White | % Multi-race, Non-Hispanic | % Economically Disadvantaged | % ELL | % Students with Disability | |
---|---|---|---|---|---|---|---|---|---|---|---|
George H. Conley Elementary School | K-5 | 200 | 45.0 | 3.0 | 37.5 | 37.0 | 18.0 | 4.0 | 44.0 | 29.0 | 38.0 |
Ellison Parks Early Ed. School | K-3 | 191 | 45.5 | 1.0 | 55.0 | 38.7 | 2.1 | 2.6 | 68.6 | 61.3 | 24.6 |
Haynes Early Education Center | K | 188 | 44.7 | 4.3 | 52.1 | 38.3 | 3.2 | 1.1 | 66.0 | 49.5 | 18.1 |
Mattahunt Elementary School | K-5 | 373 | 40.5 | 0.8 | 66.5 | 25.7 | 4.8 | 1.6 | 66.0 | 37.3 | 25.5 |
William Monroe Trotter School | K-8 | 503 | 49.7 | 0.6 | 56.7 | 35.6 | 2.0 | 3.8 | 77.5 | 15.5 | 13.7 |
Boston Teachers Union School | K0-8 | 270 | 48.5 | 0.7 | 25.9 | 33.7 | 34.8 | 4.8 | 34.4 | 15.2 | 24.8 |
Conservatory Lab Charter School | K0-8 | 441 | 55.3 | 3.2 | 48.8 | 40.8 | 4.8 | 2.5 | 48.8 | 15.2 | 11.1 |
Edward Everett Elementary | K0-5 | 264 | 48.1 | 17.8 | 45.8 | 26.9 | 3.8 | 4.9 | 65.2 | 27.7 | 20.5 |
Higginson-Lewis K-8 School | K-8 | 261 | 42.5 | 0.4 | 50.6 | 42.9 | 1.1 | 4.6 | 85.1 | 27.2 | 37.5 |
Mission Hill School | K0-8 | 220 | 41.4 | 0.9 | 21.8 | 37.3 | 32.3 | 6.8 | 44.5 | 18.2 | 32.3 |
BCHNP’s partner schools educate students who have historically faced and continue to face significant health disparities, including reduced access to effective prevention services and treatment.
Each year, BCHNP conducts a needs assessment with staff in all partner schools in order to gain a range of information that helps guide service delivery. As seen here , school staff recognize that behavioral health needs are impacting their students’ educational experience, yet they report that their schools and they themselves are not well equipped to address these needs.
In the charts that follow, the colors have the following meanings: