Collaborative Design of an Inclusive Education Model for Students in Need of Emotional and Behavioral Support: A Research-Practice-Community Partnership

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Boundary Spanners, Bridgers, and Multistakeholder Collaboration in Partnership Work (Table 5)

Abstract

Students classified with emotional disabilities (EDs) are disproportionately likely to be in restrictive environments and to experience long-term negative outcomes. In order to deliver on the goal of equitable access to academic, behavioral, and social-emotional resources, a collaborative approach between research and practice is needed. In 2021, New York City Public Schools and New York University created the Path Program, an inclusive, whole-school education model for students at risk for or classified with EDs. Guided by Bryk et al. (2010)’s continuous improvement approach and Farrell et al. (2022)’s boundary spanning framework, we outline the partnership’s collaboration structures and resources through an analysis of partnership surveys and present our to program development through an archival analysis of key documents.

Authors

• Natalie May, New York University

• Elizabeth Blair Cox, New York University

• Elise Cappella, New York University

• Erum Nadeem, Rutgers University