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Intersection of School Safety, Mental Health and Wellness 9 Henggeler, 2002 Lochman, 2000). These concerns also extend to the roles of various stakeholders in the school and community. Multiple stakeholders play critical roles across school, family, and com- munity systems, yet structures and supports to facilitate broader collabora- tive progress are limited. For example, school-family partnerships are the cornerstone of student progress, and schools nationally have engaged in mul- tifaceted programming to improve these partnerships. Research on school- wide change processes has repeatedly pointed to the necessity of stakeholder buy-in and collaboration, also identifying facilitators and barriers to such efforts. For example, Harry (1991) did breakthrough work explicating the nature of strained relations between the Puerto Rican families and the spe- cial education system in Syracuse, New York. Furthermore, mental health services often involve family-community agency partnerships as does related work by social workers in schools and communities. We further examine these issues in the following sections, beginning with consideration of health promotion and prevention, and approaches to address school safety and broader mental health concerns, including family and local community concerns. Safe Schools, Health Promotion, and Prevention Schools have a long history of promoting the behavioral and academic skills of the students they serve. For almost a century, schools also have addressed many of the safety and health needs of their students, regularly incorporating school nursing and counseling services into policy and prac- tice. Originally, many of the prevention services these professionals provided were related to physical safety, contagious disease prevention, school atten- dance, and, for counselors, academic progress (Wiley & Cory, 2013). By the mid-20th century, states developed policies and practices mandating vacci- nations, hygiene education as well as behavioral and attendance rules. Envi- ronmental factors that promoted health were also standardized (Institute of Medicine, 1997). Counselors focused on academic and vocational guidance and career preparation as well as providing child developmental information to teachers and families. Today school health and its providers have a broad promotion and pre- vention focus, where wellness promotion and prevention are closely interwo- ven, jointly leading to improved mental health, positive social outcomes, and general well-being (Substance Abuse and Mental Health Services Adminis- tration [SAMHSA], Center for Mental Health Services [CMHS], 2007). The Institute of Medicine (IOM) has endorsed the following definition: A comprehensive school health program is an integrated set of planned, sequential, school-affiliated strategies, activities, and services designed to