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Education-Centred Formal Wraparound Services in Support of School-Aged Students With Complex Support Needs: A Systematic Review

Published online by Cambridge University Press:  04 May 2022

Therese M. Cumming*
UNSW Sydney, Australia UNSW Disability Innovation Institute, Australia
Iva Strnadová
UNSW Sydney, Australia UNSW Disability Innovation Institute, Australia
Hee Min Lee
UNSW Sydney, Australia
Robyn Lonergan
UNSW Sydney, Australia
*Corresponding author. Email:


The aim of this systematic review was to map the peer-reviewed literature (2009–2019) relating to school involvement with wraparound models in the support of students with complex needs. Specific research questions addressed explored the evidence base of the efficacy of wraparound with these students and barriers and enablers in the provision of wraparound services. Database searches were conducted and a total of 50 articles were identified. The analysis revealed eight different aspects of wraparound efficacy, with mixed results. Nine factors were identified as having a positive enabling, or disabling, effect on the provision of effective wraparound services. The wraparound programs were varied in their nature and in their successful implementation, with time to allow the program to mature and adherence to the 10 principles of the wraparound process emerging as enabling factors for wraparound success.

Literature Review
© The Author(s), 2022. Published by Cambridge University Press

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This manuscript was accepted under the Editorship of Umesh Sharma.


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