A coordinator’s learning journey in implementing a Full-Service Community School in Australia

Background: Full-Service Community Schools seek to integrate health, well-being, and academic services in schools by partnering with local community services. Establishing and maintaining community partnerships represents a significant operational challenge for schools. However, limited literature exists that explores the process of establishing a Full-Service Community School with community partners. Objectives: This paper explores the process of engaging with initial community partners to develop of Full-Service Community School through the perspective of the coordinator. Methods: Using an autoethnographic approach, the paper documents the learning process of the coordinator as they engaged with key health and education professionals as stakeholders in a Full-Service Community School. Data were analysed using reflexive thematic analysis and interpreted using social learning theory. Results: Four themes were developed: principles of Full-Service Community Schools are known and valued; integration in Full-Service Community Schools is challenging but critical; coordinators are needed to develop Full-Service Community Schools; developing a Full-Service Community School is a journey. Conclusion: While there may be shared enthusiasm among stakeholders for the potential of a Full-Service Community School, there are logistical matters to consider relating integration and coordination which need to be resolved. By focusing on the learning journey of one Full-Service Community School coordinator, insights can be gained for others wanting to implement this model in their school.