急遽變遷的社會結構，許多家庭失去了基本保健護衛的功能，學校漸漸被視為是家長的代理者，但因資源有限，積極尋求其他支持網路系統的合作便成為當務之急。其中又以原住民社區更需要支持網路的介入，因為原住民的弱勢家庭比例偏高，且地處偏僻，資源不豐。然而目前的支持網路系統卻被設計得複雜、零碎、繁瑣且官僚，家庭和兒童可能因缺乏對系統的了解及對官僚繁文縟節的不耐而退縮，導致原本服務的美意大打折扣。本文透過文獻分析方式，發現學校整合式服務可以解決上述困境－－學校依據社區和學校不同的需要，將有關兒童、青少年及其家庭所需的健康服務、家庭服務和社會服務等結合在一起協調統整，置於校園或學校附近，讓需求者容易獲得，以提供學童及其家庭一個全面的、可及的、統整的、協調的服務。

Aboriginal communities are the most vulnerable socio economically for a long time, so they need some more social supports for their children and youth. Unfortunately, the current web of social support systems has been designed within complex structures and is characterized by fragmentation, crisis orientation, professional boundaries, and bureaucratic red tape. A lack of understanding of the system, in combination with the inherent frustration of negotiating through a maze of red tape, may cause families to disconnect from the process of requesting assistance. Meanwhile school's systems are not structured to provide wide-ranging health and social services for children and youth. Since schools cannot be expected to solve every student need by themselves, school officials need to reach out to other agencies that serve children and actively seek ways to collaborate and share resources. Through literature review, we have found that the full-service school can solve these problems. It integrates educational, medical, social and/or human services that the beneficial to meeting the needs of children and youth and their families on school grounds or in locations which are easily accessible.