Adapting Integrated Student Support for Rural Schools: A Case Study of Community-Driven Implementation

• In Event: From the Coast to the Heartland: Scaling Integrated Student Support Systems in the Post-Pandemic Era

Abstract

Objectives: This study examines the implementation of an evidence-based integrated student support (ISS) intervention in a rural district in a Midwest state. With the learnings from this study, we aim to inform effective strategies to scale ISS interventions in diverse settings.

Perspective: ISS interventions provide support by systematically leveraging school- and community-based resources to help promote child wellbeing and learning. With many schools and education agencies increasingly prioritizing whole-child development, interest in City Connects, one of the most rigorously evaluated ISS interventions, has grown nationally (City Connects, 2024). While City Connects has a solid body of evidence demonstrating its impact on students, it has typically been implemented in urban settings, where there may be a dense network of community resources available. However, recognizing there is also a great need for non-academic support in rural settings (Showalter et al., 2023), City Connects recently partnered with a rural school district in a Midwest state. To ensure the quality of implementation and consider meaningful adaptations for continuous improvement, we conducted a formative, process evaluation study in this new setting. This work aligns with the growing policy emphasis on whole-child strategies in under-resourced rural districts, which commonly face challenges such as a lack of service options and transportation.

Methods: This project employed a case study approach to examine the implementation of City Connects in one rural school district in a Midwest state. We collected primary data via stakeholder interviews and feedback surveys. Thematic analysis was conducted with interview data, triangulating across stakeholder perspectives to identify factors associated with implementation. In addition, program implementation data were analyzed descriptively to assess implementation progress.

Data Sources: This study collected data in two schools from three main sources: (1) Program implementation data spanning 2023-24 to 2024-25 school years; (2) stakeholder interviews (n=6); and (3) stakeholder feedback survey data (n=40).

Results: Despite the initial anticipation that community partner options may be limited, Program Coordinators were able to establish relationships with a number of local organizations; they used a total of 93 partners to provide services to students in the 2024-25 school year, 19 (20%) of which were newly added partners this year. The close-knit nature of their community played an important role in expanding their student support options. In addition, the Program Coordinators’ embeddedness within the community was closely tied to school buy-in, which in turn had implications for a successful implementation. We also found qualitative evidence that student behaviors were improving (e.g., discipline referrals decreasing), and families were recognizing the schools as resource hubs for the community, reaching out for coordinated support.

Significance: This study contributes to the evolving national dialogue on how integrated student support approaches can be equitably adapted across diverse contexts. By surfacing community strengths and innovative strategies, the findings inform both policy and practice for implementing ISS in rural settings. This work also illustrates the importance of conducting implementation-focused evaluations to inform the process of scaling and sustaining an ISS program in different contexts.

Authors

• Jee Hun Yoo, Boston College

• Kathleen Trong Drucker, Boston College