Contextual Factors Associated With Readiness to Implement Universal Prevention Programs in Rural Schools

Area of Science:

• Implementation Science
• Educational Psychology
• Public Health

Background:

• Organizational readiness is crucial for implementing evidence-based practices (EBPs) in schools.
• Few studies empirically examine factors influencing perceptions of readiness for EBP implementation.
• This study investigated contextual and attitudinal factors affecting implementation team members' perceptions of school preparedness.

Purpose of the Study:

• To examine associations between theorized factors and perceived organizational readiness among school teams.
• To identify predictors of team and staff readiness for implementing a universal prevention initiative.

Main Methods:

• Data collected from 166 implementation team members across 40 Idaho schools.
• Baseline data from a hybrid Type 3 effectiveness-implementation trial.
• Multilevel regression models analyzed individual and school-level predictors of readiness.

Main Results:

• System support and protective factors positively associated with team and staff readiness.
• Belief in the program and school resources predicted team member readiness.
• Transformational leadership predicted perceived staff readiness.

Conclusions:

• Fostering positive attitudes toward EBPs enhances readiness perceptions and implementation success.
• Targeted investments in connecting staff to resources can strengthen EBP implementation.
• Findings inform strategies for improving school-based prevention program scale-up.