The expected outcomes of this all-encompassing approach were that students would receive support
to perform well emotionally, cognitively, socially and physically. Students would mature and develop healthy social-emotional competence required for scholastic performance. Interim results of the student intervention pilot study showed initial success in this program module (Figure 2Figure 2) (Yaniv, 2011).
The Four-Wheel Student Support Model
This model (Figure 3) presents the holistic observation approach to child development. Each wheel represents a key human development area in which children are anticipated to mature and gain skills. Although each individual develops differently, children are expected to develop a harmonious balance in all areas. Children’s developmental delays in one or more areas may cause deficiencies in that particular area and imbalance in the whole development process (Allen & Kelly, 2015).
Moreover, the process of growth and development is interdependent across the four areas; each area affects the others. While synchronous development by chronological age is theoretical, children will always experience slight delays, which may cause low performance in specific areas. A child’s major retardation or dysfunctional conduct need to catch teachers’ attention in order to be evaluated and treated.
