Evidence-based programs in school settings: barriers and recent advances

Area of Science:

• Educational Psychology
• Implementation Science

Background:

• Despite calls for evidence-based practice (EBP) in schools, empirically supported interventions are rarely implemented.
• Barriers to the adoption of EBPs in educational settings require identification to facilitate wider use.

Purpose of the Study:

• To examine the implementation requirements and information availability of school-based intervention programs.
• To identify specific characteristics and factors that act as barriers to the use of EBPs in schools.

Main Methods:

• The study analyzed 51 school-based intervention programs.
• Data collection focused on implementation requirements (e.g., costs, training, staffing) and the accessibility of program information.

Main Results:

• Significant implementation obstacles were identified, including high start-up costs.
• Challenging training and staffing needs were found to be major barriers.
• A lack of easily accessible information about intervention programs was a key finding.

Conclusions:

• High costs, complex training/staffing, and poor information access hinder the implementation of evidence-based programs in schools.
• Addressing these identified barriers is essential for increasing the adoption and effective use of EBPs in educational settings.
• Findings offer implications for both research and practice to improve intervention delivery in schools.