Lessons Learned from an Academic Partnership to Review Pennsylvania Network for Student Assistance Services' Annual Survey

Bibliographic Data

ID21354063
AuthorsDeepa L Sekhar (0000-0002-5784-7216, Department of Pediatrics Penn State College of Medicine 90 Hope Drive, A14 Hershey PA, corresponding author), Earl Schaefer (0000-0003-1004-6814, Pennsylvania State University), Eric W Schaefer (Department of Public Health Sciences Penn State College of Medicine Hershey PA), Alicia M Hoke (0000-0001-9061-6738, Department of Pediatrics Penn State College of Medicine 90 Hope Drive, A14 Hershey PA), Perri Rosen (Pennsylvania Network of Student Assistance Services Commonwealth of Pennsylvania PA), Roberta A Chuzie (Pennsylvania Network of Student Assistance Services Commonwealth of Pennsylvania PA), Dana M Milakovic (Pennsylvania Network of Student Assistance Services Commonwealth of Pennsylvania PA)
Year2024
Volume94
Issue3
Pages228-234
Publication date2024-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of School Health (JOURNAL)
Journal identifiersISSN: 0022-4391 • E-ISSN: 1746-1561
PublisherWiley (PUBLISHER • GB)
DOI10.1111/josh.13389
PMID37553008
OpenAlexW4385651754
LanguageEN
References cited16

INTRODUCTION: Pennsylvania's Student Assistance Program (SAP) began in the mid-1980s to address student barriers to academic success. SAP teams, groups of trained school and community professionals, review referrals, and connect students to services. State leadership conducts an annual SAP team survey, but capacity to evaluate data and affect change is limited. In 2020, leadership partnered with [institution name] to collaboratively review the survey data. METHODS: Frequencies and percentages were calculated. Open responses were coded. Logistic regression models evaluated the association between SAP team size, team meeting frequency, and team maintenance. RESULTS: The 2019 to 2020 survey had 1003 respondents. Median number of SAP team members was 8 (range 1-21). The majority (54%) indicated their SAP team met once per week/cycle for 30 to 90+ minutes. Larger teams met more often. Annual team maintenance occurred for 38% of teams, and was more common for larger teams. SAP team members identified mental health (68%), trauma (44%), and parent engagement (36%) as top training needs. CONCLUSIONS: An academic partnership successfully provided the capacity to review SAP survey responses, and informed evidenced-based discussion of best practice guidelines and realignment of staff professional development opportunities.

Academic institution · Best practice · Business · General partnership · Logistic regression · Management · Medical education · Mental health · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology

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