Those already undertaking support roles around counselling and health promotion may feel upstaged or bypassed. There can also be significant conflicts around school discipline policies. Counsellors may well express concerns about the impact upon the mental health and well being of students. Teachers, ever more constrained by curricula, discipline and the attainment of good SATs and examination grades, can look with some jealousy at the seemingly better relationships between students and informal educators. However, rather than looking at such experiences as a problem, it is more useful to approach them as opportunities to enlarge and deepen practice.
Professionals can learn from each other.
As a set of initiatives, full-service schooling appears to have had some success in terms of the health and welfare of significant groups of the school population. It has also given an opportunity to open up schooling and to encourage a more collaborative culture. Some space has opened up for informal educators. On the down side there are issues around the extent to which concentrating resources on schools has a detrimental effect on more community-based initiatives, and whether there has been a further strengthening of a pathological model of practice with regard to those marginalized on economic and other grounds from success in the schooling system. Building a Full-Service School.