Supporting Students with Complex Needs Living in Rural and Regional New South Wales: Is Wraparound the Answer?

Autor/inn/en	Cumming, Therese M.; Strnadová, Iva; Gilanyi, Lisa; Lee, Hee Min
Titel	Supporting Students with Complex Needs Living in Rural and Regional New South Wales: Is Wraparound the Answer?
Quelle	In: Australian Educational Researcher, 50 (2023) 5, S.1551-1570 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, Therese M.) ORCID (Strnadová, Iva) ORCID (Gilanyi, Lisa) ORCID (Lee, Hee Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00570-z
Schlagwörter	Student Needs; Rural Areas; Outcomes of Education; Rural Urban Differences; School Community Relationship; Academic Support Services; Geographic Isolation; Stakeholders; Barriers; Foreign Countries; Educational Strategies; Educational Resources; Capacity Building; Australia + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Lernleistung; Schulerfolg; Stadt-Land-Beziehung; Ausland; Lehrstrategie; Bildungsmittel; Australien
Abstract	Historically, students attending school in rural and regional New South Wales have experienced poorer outcomes than their peers attending metropolitan schools. The lack of coordinated support services for students with complex support needs compounds this issue. Wraparound models of support have been successful in improving outcomes for students with complex support needs, and the New South Wales government has prioritised the establishment of strong relationships between schools and communities to overcome the limitations of geographic isolation. The aim of the current study was to explore wraparound support for students with complex support needs attending schools in rural and regional New South Wales. A qualitative research approach was employed, and semi-structured interviews were conducted with key stakeholders to gain an in-depth understanding of current successes, barriers, and needs. The findings indicated that wraparound was most effective in rural and remote schools when school staff implemented bespoke approaches to wraparound, such as restorative practices. Resourcing was a barrier found to be central to all schools. Recommendations are provided to enhance the capacity of rural and regional NSW schools to provide wraparound support for students with complex support needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01