Ecological risk and resilience perspective: a theoretical framework supporting evidence-based practice in schools

Area of Science:

• Educational Psychology
• School Social Work
• Intervention Science

Background:

• Multidisciplinary school practitioners are increasingly urged to adopt evidence-based practices (EBPs) from professional organizations and federal agencies.
• Despite recommendations, the consistent implementation of empirically supported interventions in schools remains a challenge.

Purpose of the Study:

• To promote the use of evidence-based practice in schools.
• To describe the theoretical underpinnings supporting EBPs in educational settings.
• To introduce an ecological risk and resilience theoretical framework to guide EBP implementation.

Main Methods:

• This paper reviews existing literature on evidence-based practice in schools.
• It presents a theoretical framework integrating ecological risk and resilience concepts.
• The framework is discussed in relation to its application by school practitioners.

Main Results:

• The ecological risk and resilience framework offers a theoretical foundation for understanding and implementing EBPs.
• This approach can help practitioners, like school social workers, address challenges related to school failure.
• The framework bridges a gap in the literature by connecting theory to practical application.

Conclusions:

• Evidence-based practice is crucial for effective intervention in schools.
• The proposed ecological risk and resilience framework provides a valuable theoretical model for practitioners.
• Implementing EBPs through this framework can enhance support for students experiencing difficulties.