Many family-school-community partnership initiatives have been implemented world-wide, during the last thirty years in particular, as a means of promoting academic achievement, physical and mental health and good peer relationships and community. They are designed as prevention and intervention responses to academic achievement, physical and mental health and peer relationships and community revitalisation issues. The interdependence and interinfluence of various life contexts including family, neighbourhood, school, ethnicity and culture on the different levels of children’s development is now acknowledged. Educators have come to realise that it is no longer enough to focus on a single risk factor; they must now think in terms of children’s holistic development. They are also aware that interventions must target individuals’ strengths and needs and move beyond deficit-based approaches. Finally, they understand that a vigorous partnership with key actors is crucial if schools are to be improved and rendered more effective.