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The Ready-to-Learn program: a school-based model of nurse practitioner participation in evaluating school failure
E Adams1, A R Shannon, P H Dworkin
1Division of General Pediatrics, University of Connecticut School of Medicine, Farmington, USA.
The Journal of School Health
|September 1, 1996
Summary
The Ready-to-Learn program offers valuable pediatric assessments for children with learning and behavior issues in Hartford schools. This initiative successfully identified diverse diagnoses and provided crucial medical insights for educational success.
Area of Science:
- Pediatric Health
- Educational Psychology
- School-Based Health Initiatives
Background:
- Learning and behavior problems in children present significant challenges in educational settings.
- Effective evaluation and treatment require interdisciplinary collaboration between medical and educational professionals.
- Inner-city schools often face unique barriers to accessing specialized health services for students.
Purpose of the Study:
- To describe the implementation and initial outcomes of the Ready-to-Learn program, a school-based medical-educational collaboration.
- To evaluate the pediatric assessment process for children with learning and behavior concerns within an elementary school setting.
- To gather preliminary feedback on the program's perceived value from school personnel and parents.
Main Methods:
- The Ready-to-Learn program, staffed by nurse practitioners with pediatrician and child psychologist consultation, was initiated in three Hartford elementary schools.
- Pediatric assessments were conducted for 57 students referred for learning and behavior problems during the program's first year.
- Data analysis focused on referral reasons, assessment completion timeliness, and identified diagnoses. Feedback was collected from school staff and parents.
Main Results:
- Referrals encompassed a wide spectrum of childhood concerns, indicating a broad need for the program's services.
- Pediatric assessments were completed efficiently, with a variety of diagnoses identified.
- School personnel and parents reported the program provided a unique and beneficial pediatric perspective on school failure.
Conclusions:
- The Ready-to-Learn program effectively integrates medical expertise into the school setting to address complex child needs.
- The program demonstrates feasibility and perceived value in providing pediatric input for evaluating and treating school-related challenges.
- Future research should formally assess the program's cost-effectiveness and long-term impact on student outcomes.