The role of community in schools consists of the connections between schools and individuals, businesses, and formal and informal organizations and institutions that can leverage community resources and assist students in achieving positive outcomes.

The notion that community has an important role in the education of America’s children is long-standing and is a central theme of education reform. Community members partnering on the ground can ensure safety and provide support (e.g., neighbors along route to school) and community agencies partnering between systems (e.g., child welfare, law enforcement, libraries) offer protective factors that can contribute to student resilience as well as help efficiently and effectively address issues when they arise.


Featured Resources

Handbook on Family and Community Engagement cover page

Provides educators, community leaders, and parents with a survey of the best research and practice related to engaging families and communities in students’ learning and academic, social, and emotional development. Includes chapters on aspirations and expectations, self-efficacy, homework and study habits, engaging families in reading, reading and literacy, college and career readiness, partnerships, and more.

Toolkit cover

Includes materials to create a community event using promising bullying response strategies. The toolkit helps communities plan, execute and assess community events and includes resources for each stage of the campaign. Contains resources to conduct an assessment before the event, a sample template agenda for the day of the event, and follow up steps.


Sustainability Resource Guide Front Page

Provides practical tips and activities for developing a long-term sustainability plan. Building Sustainable Programs: The Resource Guide is part of a collection of resources developed for U.S. Department of Health and Human Services, Office of Adolescent Health (OAH) grantees, which provides guidance to help programs and services achieve sustainable impacts. 

CDC logo

Finds supporting evidence for the hypothesis that, in elementary age behavioral development, cognition about the acceptability of aggressive behavior is influenced by group expectations and sanctions, but not by the actual presence and extent of aggressive behavior.