Abstract
Studies have stated the importance of integrating support services for the students‘ social and emotional development into the school context, for their healthy development as well as their academic success. Studies support the claim that school-based socioemotional services have a positive impact on students‘ social and emotional well-being as well as on their academic achievement. This article argues that, for the socioemotional services to be effective, they should work in collaboration with other school components, with welfare agencies and with the community. The article presents research results and practical examples of a learning community model that defines new roles for the socioemotional services as it works in collaboration with teachers, welfare agencies and the community. This model is illustrated through the experience with Nuestra Escuela (Our School), a community-based organization supported by the Puerto Rican Law for Alternative Education, with the objective of supporting drop-out students finish their high school. The article also presents examples of initiatives in the public-school system that integrate the socioemotional support to the teachers‘ work at some public schools.
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