In the realm of education, our focus has long been fixated on academic achievements and attendance. While these metrics undoubtedly hold significance, they offer only a narrow glimpse into education’s true potential as a catalyst for overall health and well-being. It is no longer sufficient to merely shift our perspective or simply recognize the importance of education as a prosocial system. The time has come for decisive action to harness education’s power in addressing and mitigating various social determinants of health (SDOH).

The traditional view of education as solely a means to academic success is not only outdated — it’s detrimental to our collective progress. We must urgently reframe education as a dynamic, multifaceted force capable of transforming lives far beyond the classroom. This isn’t about gradual change or incremental improvements; it’s about a radical reimagining of education’s role in society and a call for immediate, systemic reform.

Consider the far-reaching implications: education, when leveraged effectively, can break cycles of poverty, reduce health disparities, enhance social cohesion, and empower individuals to make informed decisions about their health and well-being. It’s a powerful tool in combating social inequalities, improving mental health outcomes, and fostering resilient communities. Yet, we continue to underutilize this invaluable resource.

The cost of inaction is staggering. Every day we delay in implementing comprehensive educational reforms that address SDOH, we perpetuate health inequities, exacerbate social disparities, and squander human potential. We can no longer afford to treat education as separate from health policy or social welfare initiatives. They are inextricably linked, and our approach must reflect this reality. We need policymakers to prioritize and fund educational initiatives that explicitly target SDOH. We need educators to expand their roles beyond academic instruction to become active agents of social change. We need health professionals to collaborate closely with educational institutions to develop integrated programs that address both health and educational needs. The stakes are too high, and the potential benefits too great, for us to continue with business as usual.

The Problem: A Narrow Focus on Academic Achievement

Education, unlike other prosocial systems such as child welfare, healthcare, or criminal justice, is unique in that it is the only one where participation is mandatory for individuals from approximately ages 5 to 18. This distinctive position gives the education system unparalleled access and influence in shaping young lives and addressing various SDOH. By focusing exclusively on academic standpoints, we overlook education’s capacity to:

  1. Serve as an early warning system for identifying potential abuse or neglect;
  2. Connect students and families with crucial resources and support services;
  3. Foster positive relationships and community connections;
  4. Mitigate adverse outcomes related to other systems (e.g., involvement in criminal justice); and
  5. Address and potentially alleviate various social determinants of health.
The Consequences of a Narrow Focus

Viewing education solely through an academic lens is a critical missed opportunity. As mentioned, education is the only system that legally requires participation, and it intersects naturally with other systems such as child welfare, criminal justice, and housing. Educators, as mandated reporters, play an integral role in identifying early signs of abuse or neglect, making schools a crucial frontline for protecting children’s well-being. Failing to recognize the broader implications of education means missing out on significant opportunities to promote health, equity, and social cohesion.

A recent study of Connecticut youth aged 14 to 26, conducted by Community Science and funded by the Dalio Foundation, found that when youth disconnect from school, their interactions with other systems soon follow. For some, this disconnection set the stage for broader disconnection from societal institutions and marked the onset of a troubling cascade of engagement with other systems.

The Solution: A Paradigm Shift in Educational Thinking

To harness the full potential of education as a prosocial system, we need a fundamental shift in how we conceptualize and approach education. This shift involves several key elements:

  1. Develop and Strengthen Community-school Partnerships: Developing robust community-school partnerships is crucial for creating a holistic educational environment. These allow schools to tap into local resources, expertise, and support systems, creating a more comprehensive approach to student well-being. For example, in Washington, D.C., the Office of the State Superintendent of Education works in partnership with local education agencies (LEAs) and the Department of Behavioral Health to provide guidance and resources to schools to ensure students and their families have access to high-quality mental and behavioral health supports.

Such partnerships provide access to a support network that extends beyond school walls, leveraging additional resources and services across different sectors (e.g., healthcare, social services) that schools alone may not be able to offer and foster a sense of community ownership and involvement in education. By doing this, community-school partnerships help address SDOH health that may be beyond the school’s direct control.

What can we do to establish community-school partnerships?

    • Create an environment that makes it possible for community members to use the school grounds and facilities for community building events;
    • Create a community liaison position within schools to facilitate partnerships with other organizations in the community, including health clinics, social services, afterschool programs, and local businesses; and
    • Develop shared goals and metrics for community-school initiatives.
  1. Implement Equity-focused and Trauma-informed Approaches: Implementing equity-focused and trauma-informed practices in schools consider the diverse needs of students and the lack of access to opportunities and resources that some of the students and their families have experienced due to their backgrounds. Some may even have experienced high levels of trauma. Research has shown that equity-focused and trauma-informed practices in school can improve student engagement and academic performance, reduce disciplinary issues and school violence, enhance teacher satisfaction and reduce burnout, and create a more positive and inclusive school climate

What can we do to promote equity-focused and trauma-informed practices?

    • Provide comprehensive training for all school staff on trauma-informed practices and equity issues;
    • Implement restorative justice practices instead of punitive disciplinary measures;
    • Create safe spaces within schools for students to process emotions and seek support; and
    • Regularly assess and address systemic inequities within the school system.
  1. Integrate Data Across Systems to Better Understand a Student’s Whole Set of Needs: There’s a pressing need for better integration of data across various systems such as education, healthcare, and housing. This integration can provide a more comprehensive understanding of students’ needs and challenges, allowing for more targeted and effective interventions, and treating each student as a whole person.

What can we do to promote data integration?

    • Develop secure, interoperable data systems that allow for information sharing between education, health, and social service sectors;
    • Implement privacy protections and consent processes to ensure ethical use of integrated data; and
    • Train staff on how to interpret and use integrated data to inform interventions and support.
  1. Redefine Success Metrics for More Accurate Information and Support Continuous Quality Improvement: While academic achievement remains important, we need to broaden our definition of educational success to include measures of overall well-being, social-emotional development, and life skills.

What can we do to redefine education success?

  • Develop and implement culturally and linguistically appropriate assessment tools that measure social-emotional learning, resilience, and overall well-being;
  • Include these broader success metrics in school evaluations and funding decisions; and
  • Educate parents and the community about the importance of these non-academic measures.
A Step Toward Education as a Determinant of Health and Well-being

Community Science’s involvement in studying and evaluating initiatives related to PreK–12 has deepened our understanding about education as a social determinant of health. Our evaluation of a federal initiative designed to reduce the impact of violence on children ages six and younger emphasized the role of childcare providers and educators in identifying children who have been exposed to domestic and community violence and referring them to social and behavioral health services that also include their families. This evaluation demonstrated the importance of redefining success metrics from those focused on an individual child’s psychological well-being to include metrics about community well-being. Nonprofit staff participating in the Dogwood Health Trust’s After 3 PM initiative that Community Science is evaluating expressed the importance of improving the social and emotional well-being of the children they care for and culturally-appropriate, validated measures to assess their progress. The findings of these evaluations repeatedly remind us about the necessary role of community-school partnerships. Our work in partnership and coalition building has demonstrated that it takes an intentional, equity-centered, and power building strategy to create sustainable relationships among parents, community leaders, educators, advocates, and decisionmakers responsible for the systems with which they interact to view education as a SDOH. This will not only enhance our children’s academic outcomes, but also promotes their overall well-being and readiness for a healthier and more successful future.

About The Author

Danielle Gilmore, PhD, MPP, CHES, Associate, specializes in equity-informed evaluations and qualitative research methodologies. With a proven track record in youth engagement, strategic design, community engagement, and policy advocacy, her work seamlessly integrates scientific rigor and community involvement to drive sustainable, equity-centered change across diverse stakeholders and communities.