A brief analyzing the research base and identifies the conditions under which four commonly used interventions have been found to be effective when well-implemented. Studies that capitalize on existing practice infrastructures for school-based services can accelerate the translation of research findings into practice and allow researchers to efficiently address NIMH school research priorities. The exact nature of the mechanism will vary based on the intervention characteristics. A deployment-focused approach that includes school and community partner perspectives from the outset helps to ensure that the resultant intervention can feasibly be implemented within the school context using existing school and community resources (Weisz, 2014). Across all of the above priority areas, and consistent with NIMH Strategic Objective 3 of the NIMH Strategic Plan for Research (US Department of Health and Human Services, National Institutes of Health, 2023b), NIMH strongly encourages collaborations with school and community partners early in the research planning process and their ongoing involvement throughout the iterative intervention development and testing process.
The Assessment Phase of the Intervention Research Framework: Recruitment of a Study Sample
Although, in many districts, monetary resources are controlled at the district level rather than the school level, building administrators do have influence over the allocation of staff time and space. Involvement of an organization’s members in decision-making decreases resistance to change and increases members’ perceptions of successful program adoption. An important characteristic of the school’s organizational structure is the extent to which power is centralized and roles are formalized and rigid (Hoagwood & Johnson, 2003; Owens, 2004). Teachers working in this type of environment may become more empowered and have greater efficacy, which in turn can affect the quality with which they implement innovations. As stated previously, inclusion of factors is based on both theory and empirical research which is provided whenever possible.
This allows states and districts to prioritize the practices most likely to yield positive outcomes while also supporting the use of promising evidence that may be the best fit for local needs. By using rigorous and relevant evidence and assessing the local capacity to implement the intervention (e.g., funding, staff, staff skills, stakeholder support), states and districts are more likely to implement successful school improvement interventions. However, evidence for SBIs in this field is not consistent, with some studies indicating that these interventions have not demonstrated significant efficacy in promoting resilience in children and adolescents (37, 38). In this way, SBIs not only help alleviate emotional and behavioral disorders in children and adolescents but also ensure that students who have difficulty accessing mental health care receive attention and support (26).
Effective School Interventions
First, we did not include gray/unpublished literature, which may have resulted in missing some relevant studies. Also, no studies examined the long-term impact of MBSIs after 1 year, which would be beneficial in learning about the lasting impact that MBSIs have on youth. This is important to advance knowledge on how to best develop, adapt, and implement MBSIs to optimize outcomes.
At Tier 3, students receive more intensive, individualized support to improve their outcomes. Educators and practitioners provide a continuum of academic, behavioral, social, and emotional support matched to students’ needs. The ultimate goal of implementing PBIS data, systems, and practices is to improve outcomes. In PBIS, these interventions and strategies are backed by research and target the outcomes you and your community want to achieve.
- This includes principal and district buy-in, individual attitudes towards the intervention, and organizational climate and culture, as well as implementation climate and leadership (Locke et al., 2016).
- Utilizing a university-community-school partnership, interested parties, such as content area experts, school personnel, caregivers, and students, were invited to participate in this process.
- The fidelity/adaptation debate is particularly relevant when interventions are used by communities whose cultures differ from that of the original trial population.
- Four interventions yielded positive effects in reducing bullying and victimization among diverse samples of students.
- The studies in the review took place across all regions of the United States and all were published in peer-reviewed journals.
Forty-four studies https://www.nj.gov/education/esser/arp/ were selected for inclusion in the meta-analysis. The original search, in 2015, identified 6626 citations from the academic databases and a further 32 citations from the other sources. The results of the search and study selection are shown in Fig. The search for studies was conducted between 15 August and 8 October 2015. The electronic search strategy used across all databases is provided in Table 1. Academic databases including Embase, PsycInfo, Scopus, and ERIC were searched.