Addressing student and schooling problems: not another project! Child safety should be embedded in the missions of schools.

To eliminate disparities, we must know enough (research); do enough (deliver the outcomes); care enough (commitment); and persevere enough (don’t get discouraged). – David Satcher, Director, Morehouse School of Medicine, National Center for Primary Care dvocates arguing for schools and communities to expand their role in addressing child and adolescent problems constantly compete with each other. Competing agenda are seen, for example, in discussions of broadening the focus of student and learning supports, promoting whole social emotional learning, and how to ameliorate specific problems, such as child abuse and neglect. Those advocating for specific problems usually propose special initiatives. By limiting their focus to a specific problem, such initiatives often work against efforts to address a fuller range of factors causing problems for many youngsters and their schools. This state of affairs raises fundamental public education, public health, and civil rights concerns. This article is based on our many years working with schools and communities. Our intent is twofold: first, we underscore the need child development, increasing the focus on mental health in schools, ways to facilitate