ABSTRACT
This chapter outlines the ways in which schools might partner with others when promoting children's mental health, wellbeing and academic achievement. It extends the reach of both external agencies and families and explore opportunities for all stakeholders to be involved in fostering young people's academic learning and their wellbeing. Though it is commonly assumed that school-based partnerships and relationships with others will be of benefit to young people, there is little research to confirm this belief. Successful school partnerships, especially those pertaining to external agencies, are characterised by strong leadership, well-defined and clear decision making and communication processes, previous successful collaborations and sensitivity to context. The focus of intervention might be on the child, his or her peer group, the classroom, the school community and/or family. Organising and delivering joint professional development opportunities are other examples of collaborative school activities. Finally, during crisis times, outside agencies and professionals might be called in to coordinate services and provide expert intervention.
