CCS RPN Research Agenda - Further Research and Study of Community Schools Theme 4: Community Connected Instruction and Whole Child Supports

The following is a major theme of the Community Schools Research Agenda. Click here to return to the CCS RPN homepage.

Community Connected Instruction and Whole Child Supports

There is a need to place teaching and learning at the core of Community School research by exploring how rigorous, community-connected classroom instruction is designed, supported, and sustained. Research should document specific instructional models, such as project-based units that address local community issues as learning contexts. These experiences link coursework to real-world pathways that reflect community knowledge and identity. Collaboration between teachers and coordinators should be examined as a support mechanism, including how coordinators align partners and resources with classroom goals, how teachers incorporate enrichment activities like arts and science into core instruction, and how leadership teams prioritize instructional improvement. Educator preparation is also a priority, focusing on how teacher and principal preparation programs incorporate community-connected pedagogy, shared leadership skills, and cross-sector collaboration. This topic should also explicitly include whole child supports as part of learning conditions by examining how Community Schools reduce chronic absenteeism, improve student engagement, and address youth mental health needs through integrated approaches connected to instruction. Measurement should include engagement and belonging indicators, as well as school climate and culture measures, to demonstrate how learning environments evolve as instruction becomes more connected and supportive.

Suggested research questions:

1. What does rigorous, community-connected classroom instruction look like in Community Schools across different grade levels, and how does it impact student engagement, learning, and sense of belonging?
2. How do teachers and coordinators work together to improve instruction and learning?
3. What educator preparation and professional learning strategies best prepare teachers and principals to work in Community Schools and implement community-connected learning models?
4. How do Community Schools combine whole child support with instruction to tackle chronic absenteeism, improve student re-engagement, and support youth mental health?
5. How do intentional partnerships between Community Schools and expanded learning (out-of-school time/OST) providers affect implementation quality and student outcomes?
6. What specific OST roles and partnership conditions (e.g., shared goals, data-sharing routines, co-planning, staffing integration) are most essential for success?
7. What pathways do districts follow to adopt and expand community-connected instruction, and how do they cultivate buy-in and align state standards, accountability expectations, and Community School essential practices over time?