Haynes Norris M
Center for Community and School Action Research, Southern Connecticut State University, USA.
J Health Soc Policy. 2002;16(1-2):109-23. doi: 10.1300/j045v16n01_10.
Children in today's society face many stresses from a variety of sources that have a major impact on thier psychosocial adjustment and academic performance in school. These stressful events and thier consequences on the quality of life and academic success are particularly significant among low-income and ethnic minority students in American society. Many schools have adopted strategies to help students who are impacted by stressful life events to deal affectively with their problems in an attempt to reduce school failure and school dropout rates among these students. Most notable among these strategies are school-based mental health programs including the establishment of school-based mental health teams which seek to proactively address individual student concerns while improving the general climate of schools. The evidence seems to support the claim that these school-based services have a positive impact on students' social and emotional well-being as well as on their academic achievements. However, with more careful monitoring and much more consistent support from administrators and policy makers, these school-based approaches can more fully realize their potential to enhance the quality of life and to positively impact the future of many poor and ethnic minority students.
当今社会的儿童面临着来自各种来源的诸多压力，这些压力对他们的心理社会调适以及在学校的学业表现有着重大影响。在美国社会，这些压力事件及其对生活质量和学业成就的影响在低收入和少数族裔学生中尤为显著。许多学校已采取策略来帮助那些受到压力性生活事件影响的学生有效地应对他们的问题，以试图降低这些学生的学业失败率和辍学率。这些策略中最值得注意的是基于学校的心理健康项目，包括设立基于学校的心理健康团队，这些团队旨在积极解决个别学生的问题，同时改善学校的整体氛围。有证据似乎支持这样的说法，即这些基于学校的服务对学生的社会和情感幸福以及学业成绩有积极影响。然而，通过管理人员和政策制定者更仔细的监督以及更持续的支持，这些基于学校的方法能够更充分地发挥其潜力，以提高生活质量并对许多贫困和少数族裔学生的未来产生积极影响。
