Advertisement

Improving school attendance by enhancing communication among stakeholders: establishment of the International Network for School Attendance (INSA)

  • David HeyneEmail author
  • Carolyn Gentle-Genitty
  • Malin Gren Landell
  • Glenn Melvin
  • Brian Chu
  • Marie Gallé-Tessonneau
  • Kristin Gärtner Askeland
  • Carolina Gonzálvez
  • Trude Havik
  • Jo Magne Ingul
  • Daniel Bach Johnsen
  • Gil Keppens
  • Martin Knollmann
  • Aaron R. Lyon
  • Naoki Maeda
  • Volker Reissner
  • Floor Sauter
  • Wendy K. Silverman
  • Mikael Thastum
  • Bruce J. Tonge
  • Christopher A. Kearney
Letter to the Editor

Introduction

The newly established International Network for School Attendance (INSA) works to promote school attendance, reduce absenteeism, and resolve school attendance problems (SAPs). Our motivation for establishing INSA stems from the knowledge that school attendance offers innumerable benefits to children and adolescents (hereafter referred to as youth) and that sub-optimal attendance holds many liabilities.

The importance of school attendance will be obvious to readers of this journal. School environments can positively influence youths’ social development and their mental and physical health [1]. School prepares youth for successful transition to adulthood [2], including economic and social participation in the community [3]. When youth are at school, they have access to academic, practical, and social–emotional learning opportunities. School attendance also provides shared socialisation experiences in cultural traditions and values of countries. This is facilitated via the...

Keywords

International Network for School Attendance School attendance School absenteeism School attendance problem Consensus Stakeholders Dissemination Implementation 

Notes

Acknowledgements

The authors thank the following organisations for their financial support of the Lorentz Center Workshop: The Lorentz Center; Indiana University School of Social Work; Leiden University Institute of Psychology; The Leiden University Fund; Aarhus University Department of Psychology.

Compliance with ethical standards

Conflict of interest

On behalf of all authors, the corresponding author states that there is no conflict of interest.

References

  1. 1.
    Bonell C, Blakemore S-J, Fletcher A, Patton G (2019) Role theory of schools and adolescent health. Lancet Child Adolesc Health.  https://doi.org/10.1016/S2352-4642(19)30183-X Google Scholar
  2. 2.
    Fredricks JA, Parr AK, Amemiya JL, Wang M-T, Brauer S (2019) What matters for urban adolescents’ engagement and disengagement in school: a mixed-methods study. J Adolescent Res.  https://doi.org/10.1177/0743558419830638 Google Scholar
  3. 3.
    Zaff JF, Donlan A, Gunning A, Anderson SE, McDermott E, Sedaca M (2017) Factors that promote high school graduation: a review of the literature. Educ Psychol Rev 29:447–476.  https://doi.org/10.1007/s10648-016-9363-5 CrossRefGoogle Scholar
  4. 4.
    The United Nations (1989) Convention on the rights of the child. Treaty series, 1577, 3. https://www.ohchr.org/en/professionalinterest/pages/crc.aspx . Accessed 18 Jan 2018
  5. 5.
    Aucejo EM, Romano TF (2016) Assessing the effect of school days and absences on test score performance. Econ Educ Rev 55:70–87.  https://doi.org/10.1016/j.econedurev.2016.08.007 CrossRefGoogle Scholar
  6. 6.
    Gershenson S, Jacknowitz A, Brannegan A (2017) Are student absences worth the worry in U.S. primary schools? Educ Financ Policy 12:137–165.  https://doi.org/10.1162/EDFP_a_00207 CrossRefGoogle Scholar
  7. 7.
    Gottfried MA (2014) Chronic absenteeism and its effects on students’ academic and socioemotional outcomes. J Educ Stud Placed Risk (JESPAR) 19:53–75.  https://doi.org/10.1080/10824669.2014.962696 CrossRefGoogle Scholar
  8. 8.
    Hancock KJ, Shepherd CCJ, Lawrence D, Zubrick SR (2013) Student attendance and educational outcomes: every day counts. Report for the Department of Education, Employment and Workplace Relations, CanberraGoogle Scholar
  9. 9.
    Malcolm H, Wilson V, Davidson J, Kirk S (2003) Absence from school: a study of its causes and effect in seven LEAs. Queen’s Printers, NottinghamGoogle Scholar
  10. 10.
    Finning K, Ukoumunne OC, Ford T, Danielsson-Waters E, Shaw L, Romero De Jager I, Stentiford L, Moore DA (2019) The association between anxiety and poor attendance at school: a systematic review. Child Adolesc Ment Health.  https://doi.org/10.1111/camh.12322 Google Scholar
  11. 11.
    Lawrence D, Dawson V, Houghton S, Goodsell B, Sawyer MG (2019) Impact of mental disorders on attendance at school. Aust J Educ 63:5–21.  https://doi.org/10.1177/0004944118823576 CrossRefGoogle Scholar
  12. 12.
    Eaton DK, Brener N, Kann LK (2008) Associations of health risk behaviors with school absenteeism. does having permission for the absence make a difference? J School Health 78:223–229.  https://doi.org/10.1111/j.1746-1561.2008.00290.x CrossRefGoogle Scholar
  13. 13.
    Henry KL, Huizinga DH (2007) Truancy’s effect on the onset of drug use among urban adolescents placed at risk. J Adolesc Health 40:358.e9–e17.  https://doi.org/10.1016/j.jadohealth.2006.11.138 CrossRefGoogle Scholar
  14. 14.
    Attwood G, Croll P (2006) Truancy in secondary school pupils: prevalence, trajectories and pupil perspectives. Res Pap Educ 21:467–484.  https://doi.org/10.1080/02671520600942446 CrossRefGoogle Scholar
  15. 15.
    Balu R, Ehrlich SB (2018) Making sense out of incentives: a framework for considering the design, use, and implementation of incentives to improve attendance. J Educ Stud Placed Risk (JESPAR) 23:93–106.  https://doi.org/10.1080/10824669.2018.1438898 CrossRefGoogle Scholar
  16. 16.
    Wilson V, Malcolm H, Edward S, Davidson J (2008) 'Bunking off': the impact of truancy on pupils and teachers. Brit Educ Res J 34:1–17.  https://doi.org/10.1080/01411920701492191 CrossRefGoogle Scholar
  17. 17.
    Epstein JL, Sheldon SB (2002) Present and accounted for: improving student attendance through family and community involvement. J Educ Res 95:308–318.  https://doi.org/10.1080/00220670209596604 CrossRefGoogle Scholar
  18. 18.
    Evans LD (2000) Functional school refusal subtypes: anxiety, avoidance, and malingering. Psychol Sch 37:183–191.  https://doi.org/10.1002/(SICI)1520-6807(200003)37:2%3C183:AID-PITS9%3E3.0.CO;2-5 CrossRefGoogle Scholar
  19. 19.
    New Zealand Ministry of Education (2019) New Zealand Schools Attendance Survey: term 2, 2018. https://www.educationcounts.govt.nz/publications/series/2503/new-zealand-schools-attendance-survey-term-2,-2018 . Accessed 12 Jun 2019
  20. 20.
    United Kingdom Department of Education (2018) Pupil absence in schools in England: autumn 2017 and spring 2018. https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-autumn-term-2017-and-spring-term-2018. Accessed 12 Jun 2019
  21. 21.
    United States Department of Education (2019) Chronic absenteeism in the nation’s schools: A hidden educational crisis. https://www2.ed.gov/datastory/chronicabsenteeism.html. Accessed 12 Jun 2019
  22. 22.
    Danish Ministry of Education (2018) Student absence for primary school pupils. https://www.uvm.dk/statistik/grundskolen/elever/elevfravaer. Accessed 12 Jun 2019
  23. 23.
    Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) (2017) Futoukou jidouseitosuu no suii [Changes in the number of students not in school]. https://www.mext.go.jp/b_menu/houdou/30/10/__icsFiles/afieldfile/2018/10/25/1410392_2.pdf. Accessed 12 Jun 2019
  24. 24.
    Maynard BR, Vaughn MG, Nelson EJ, Salas-Wright CP, Heyne DA, Kremer KP (2017) Truancy in the United States: examining temporal trends and correlates by race, age, and gender. Child Youth Serv Rev 81:188–196.  https://doi.org/10.1016/j.childyouth.2017.08.008 CrossRefGoogle Scholar
  25. 25.
    Zhang M (2003) Links between school absenteeism and child poverty. Pastor Care Educ 21:10–17.  https://doi.org/10.1111/1468-0122.00249 CrossRefGoogle Scholar
  26. 26.
    Pengpid S, Peltzer K (2017) Prevalence, demographic and psychosocial correlates for school truancy among students aged 13–15 in the Association of Southeast Asian Nations (ASEAN) member states. Child Adolesc Ment Health 29:197–203.  https://doi.org/10.2989/17280583.2017.1377716 CrossRefGoogle Scholar
  27. 27.
    Seidu A (2019) Prevalence and correlates of truancy among school-going adolescents in Mozambique: evidence from the 2015 Global School-Based Health Survey. Sci World J.  https://doi.org/10.1155/2019/9863890 Google Scholar
  28. 28.
    Gottfried MA, Gee KA (2017) Identifying the determinants of chronic absenteeism: a bioecological systems approach. Teach Coll Rec 119:1–34. https://www.tcrecord.org/Content.asp?ContentId=21802
  29. 29.
    Balfanz R, Byrnes V (2012) Chronic absenteeism: summarizing what we know from nationally available data. Johns Hopkins University Center for Social Organization of Schools, BaltimoreGoogle Scholar
  30. 30.
    Kearney CA, Silverman WK (1990) A preliminary analysis of a functional model of assessment and treatment for school refusal behavior. Behav Modif 14:340–366.  https://doi.org/10.1177/01454455900143007 CrossRefGoogle Scholar
  31. 31.
    Bernstein GA, Garfinkel BD (1986) School phobia: the overlap of affective and anxiety disorders. J Am Acad Child Adolesc Psychiatry 25:235–241.  https://doi.org/10.1016/S0002-7138(09)60231-4 CrossRefGoogle Scholar
  32. 32.
    Keppens G, Spruyt B (2015) Short-term fun or long-term gain: a mixed methods empirical investigation into perceptions of truancy among non-truants in Flanders. Educ Stud 41:326–340.  https://doi.org/10.1080/03055698.2015.1005578 CrossRefGoogle Scholar
  33. 33.
    Reid K (2012) The strategic management of truancy and school absenteeism: finding solutions from a national perspective. Educ Rev 64:211–222.  https://doi.org/10.1080/00131911.2011.598918 CrossRefGoogle Scholar
  34. 34.
    Zhang D, Katsiyannis A, Barrett DE, Willson V (2007) Truancy offenders in the juvenile justice system: examinations of first and second referrals. Rem Spec Educ 28:244–256.  https://doi.org/10.1177/2F07419325070280040401 CrossRefGoogle Scholar
  35. 35.
    McCluskey C, Riddell S, Weedon E, Fordyce M (2016) Exclusion from school and recognition of difference. Discourse Stud Cult Politics Educ 37:529–539.  https://doi.org/10.1080/01596306.2015.1073015 CrossRefGoogle Scholar
  36. 36.
    Gonzálvez C, Inglés CJ, Kearney CA, Vicent M, Sanmartín R, García-Fernández JM (2016) School Refusal Assessment Scale-Revised: factorial invariance and latent means differences across gender and age in Spanish children. Front Psychol 7:1–10.  https://doi.org/10.3389/fpsyg.2016.02011 Google Scholar
  37. 37.
    Gonzálvez C, Inglés CJ, Kearney CA, Sanmartín R, Vicent M, García-Fernández JM (2019) Relationship between school refusal behavior and social functioning: a cluster analysis approach. Eur J Educ Psychol 12:17–29.  https://doi.org/10.30552/ejep.v12i1.238 CrossRefGoogle Scholar
  38. 38.
    Haight C, Kearney CA, Hendron M, Schafer R (2011) Confirmatory analyses of the School Refusal Assessment Scale-Revised: replication and extension of a truancy sample. J Psychopathol Behav 33:196–204.  https://doi.org/10.1007/s10862-011-9218-9 CrossRefGoogle Scholar
  39. 39.
    Knollmann M, Reissner V, Hebebrand J (2019) Towards a comprehensive assessment of school absenteeism: development and initial validation of the Inventory of School Attendance Problems. Eur Child Adolesc Psychiatry 28:399–414.  https://doi.org/10.1007/s00787-018-1204-2 CrossRefGoogle Scholar
  40. 40.
    Heyne D, Gren Landell M, Melvin G, Gentle-Genitty C (2019) Differentiation between school attendance problems: why and how? Cogn Behav Pract 26:8–34.  https://doi.org/10.1016/j.cbpra.2018.03.006 CrossRefGoogle Scholar
  41. 41.
    Hobbs A, Kotlaja M, Wylie L (2018) Absenteeism interventions: an approach for common definitions in statewide program evaluations. Justice Eval J 1:215–232.  https://doi.org/10.1080/24751979.2018.1517584 CrossRefGoogle Scholar
  42. 42.
    Skedgell KK, Kearney CA (2018) Predictors of school absenteeism severity at multiple levels: a classification and regression tree analysis. Child Youth Serv Rev 86:236–245.  https://doi.org/10.1016/j.childyouth.2018.01.043 CrossRefGoogle Scholar
  43. 43.
    Lyon AR, Borntrager C, Nakamura B, Higa-McMillan C (2013) From distal to proximal: routine educational data monitoring in school-based mental health. Adv School Ment Health Promot 6:263–279.  https://doi.org/10.1080/1754730X.2013.832008 CrossRefGoogle Scholar
  44. 44.
    Mac Iver MA, Mac Iver DJ (2010) How do we ensure that everyone graduates? An integrated prevention and tiered intervention model for schools and districts. New Dir Youth Dev 127:25–35.  https://doi.org/10.1002/yd.360 CrossRefGoogle Scholar
  45. 45.
    Maynard BR, Heyne D, Brendel KE, Bulanda JJ, Thompson AM, Pigott TD (2018) Treatment for school refusal among children and adolescents: a systematic review and meta-analysis. Res Soc Work Pract 28:56–67.  https://doi.org/10.1177/1049731515598619 CrossRefGoogle Scholar
  46. 46.
    Maynard BR, McCrea KT, Pigott TD, Kelly MS (2013) Indicated truancy interventions for chronic truant students: a Campbell systematic review. Res Soc Work Pract 23:5–21.  https://doi.org/10.1177/1049731512457207 CrossRefGoogle Scholar
  47. 47.
    Ingul JM, Klöckner CA, Silverman WK, Nordahl HM (2012) Adolescent school absenteeism: modelling social and individual risk factors. Child Adolesc Ment Health 17:93–100.  https://doi.org/10.1111/j.1475-3588.2011.00615.x CrossRefGoogle Scholar
  48. 48.
    Kearney CA (2008) An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educ Psychol Rev 20:257–282.  https://doi.org/10.1007/s10648-008-9078-3 CrossRefGoogle Scholar
  49. 49.
    Nuttall C, Woods K (2013) Effective intervention for school refusal behaviour. Educ Psychol Pract 29:347–366.  https://doi.org/10.1080/02667363.2013.846848 CrossRefGoogle Scholar
  50. 50.
    Reid K (2005) The causes, views and traits of school absenteeism and truancy: an analytical review. Res Educ 74:59–82.  https://doi.org/10.7227/RIE.74.6 CrossRefGoogle Scholar
  51. 51.
    Brouwer-Borghuis M, Heyne D, Sauter F, Scholte R (2019) The link: an alternative educational program in the Netherlands to re-engage school-refusing adolescents in mainstream schooling. Cogn Behav Pract 26:75–91.  https://doi.org/10.1016/j.cbpra.2018.08.001 CrossRefGoogle Scholar
  52. 52.
    McKay-Brown L, McGrath R, Dalton L, Graham L, Smith A, Ring J, Eyre K (2019) Reengagement with education: a multidisciplinary home-school-clinic approach developed in Australia for school-refusing youth. Cogn Behav Pract 26:92–106.  https://doi.org/10.1016/j.cbpra.2018.08.003 CrossRefGoogle Scholar
  53. 53.
    Reissner V, Knollmann M, Spie S, Jost D, Neumann A, Hebebrand J (2019) Modular treatment for children and adolescents with problematic school absenteeism: development and description of a program in Germany. Cogn Behav Pract 26:63–74.  https://doi.org/10.1016/j.cbpra.2018.07.001 CrossRefGoogle Scholar
  54. 54.
    Melvin GA, Heyne D, Gray KM, Hastings R, Totsika V, Tonge B, Freeman M (2019) The Kids and Teens at School (KiTeS) framework: an inclusive nested framework for understanding school absenteeism and school attendance problems. Front Educ.  https://doi.org/10.3389/feduc.2019.00061 Google Scholar
  55. 55.
    Tonge BJ, Silverman WK (2019) Reflections on the field of school attendance problems: for the times they are a-changing? Cogn Behav Pract 26:119–126.  https://doi.org/10.1016/j.cbpra.2018.12.004 CrossRefGoogle Scholar
  56. 56.
    Wilkins J (2008) School characteristics that influence student attendance: experiences of students in a school avoidance program. High School J 91:12–24.  https://doi.org/10.1353/hsj.2008.0005 CrossRefGoogle Scholar
  57. 57.
    Baker M, Bishop FL (2015) Out of school: a phenomenological exploration of extended non-attendance. Educ Psychol Pract 31:354–368.  https://doi.org/10.1080/02667363.2015.1065473 CrossRefGoogle Scholar
  58. 58.
    Dahl P (2016) Factors associated with truancy: emerging adults' recollections of skipping school. J Adolesc Res 31:119–138.  https://doi.org/10.1177/0743558415587324 CrossRefGoogle Scholar
  59. 59.
    Keppens G, Spruyt B (2017) The development of persistent truant behaviour: an exploratory analysis of adolescents' perspectives. Educ Res 59:353–370.  https://doi.org/10.1080/00131881.2017.1339286 CrossRefGoogle Scholar
  60. 60.
    Place M, Hulsmeier J, Davis S, Taylor E (2000) School refusal: a changing problem which requires a change of approach? Clin Child Psychol Psychiatry 5:345–355.  https://doi.org/10.1177/1359104500005003005 CrossRefGoogle Scholar
  61. 61.
    Gregory IR, Purcell A (2014) Extended school non-attenders’ views: developing best practice. Educ Psychol Pract 30:37–50.  https://doi.org/10.1080/02667363.2013.869489 CrossRefGoogle Scholar
  62. 62.
    Havik T, Bru E, Ertesvåg SK (2014) Parental perspectives of the role of school factors in school refusal. Emot Behav Diffic 19:131–153.  https://doi.org/10.1080/13632752.2013.816199 CrossRefGoogle Scholar
  63. 63.
    Dannow MC, Esbjørn BH, Risom SW (2018) The perceptions of anxiety-related school absenteeism in youth: a qualitative study involving youth, mother, and father. Scand J Educ Res.  https://doi.org/10.1080/00313831.2018.1479302 Google Scholar
  64. 64.
    Reid K (2004) The views of head teachers and teachers on attendance issues in primary schools. Res Educ 72:60–76.  https://doi.org/10.7227/RIE.72.5 CrossRefGoogle Scholar
  65. 65.
    Reid K (2006) An evaluation of the views of secondary staff towards school attendance issues. Oxf Rev Educ 32:303–324.  https://doi.org/10.1080/03054980600775557 CrossRefGoogle Scholar
  66. 66.
    Reid K (2006) The views of education social workers on the management of truancy and other forms of non-attendance. Res Educ 75:40–57.  https://doi.org/10.7227/RIE.75.4 CrossRefGoogle Scholar
  67. 67.
    Finning K, Harvey K, Moore D, Ford T, Davis B, Waite P (2018) Secondary school educational practitioners' experiences of school attendance problems and interventions to address them: a qualitative study. Emot Behav Diffic 23:213–225.  https://doi.org/10.1080/13632752.2017.1414442 CrossRefGoogle Scholar
  68. 68.
    Tobias A (2019) A grounded theory study of family coach intervention with persistent school non-attenders. Educ Psychol Pract 35:17–33.  https://doi.org/10.1080/02667363.2018.1518215 CrossRefGoogle Scholar
  69. 69.
    Kljakovic M, Kelly A (2019) Working with school-refusing young people in Tower Hamlets. Clin Child Psychol Psychiatry Lond.  https://doi.org/10.1177/1359104519855426 Google Scholar
  70. 70.
    Gren Landell M, Ekerfelt Allvin C, Bradley M, Andersson M, Andersson G (2015) Teachers’ views on risk factors for problematic school absenteeism in Swedish primary school students. Educ Psychol Pract 31:412–423.  https://doi.org/10.1080/02667363.2015.1086726 CrossRefGoogle Scholar
  71. 71.
    Havik T, Bru E, Ertesvåg SK (2015) School factors associated with school refusal-and truancy-related reasons for school non-attendance. Soc Psychol Educ 18:221–240.  https://doi.org/10.1007/s11218-015-9293-y CrossRefGoogle Scholar
  72. 72.
    Pflug V, Schneider S (2016) School absenteeism: an online survey via social networks. Child Psychiatry Hum Dev 47:417–429.  https://doi.org/10.1007/s10578-015-0576-5 CrossRefGoogle Scholar
  73. 73.
    Balkis M, Arslan G, Duru E (2016) The school absenteeism among high school students: contributing factors. Educ Sci Theory Pract 16:1819–1831.  https://doi.org/10.12738/estp.2016.6.0125 Google Scholar
  74. 74.
    Chu BC, Guarino D, Mele C, O’Connell J, Coto P (2019) Developing an online early detection system for school attendance problems: results from a research-community partnership. Cogn Behav Pract 26:35–45.  https://doi.org/10.1016/j.cbpra.2018.09.001 CrossRefGoogle Scholar
  75. 75.
    Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O (2004) Diffusion of innovations in service organizations: systematic review and recommendations. Milbank Q 82:581–629.  https://doi.org/10.1111/j.0887-378X.2004.00325.x CrossRefGoogle Scholar
  76. 76.
    Maeda N, Hatada S (2019) The school attendance problem in Japanese compulsory education: the case of a public junior high school. Eur J Educ Psychol 12:63–75.  https://doi.org/10.30552/ejep.v12i1.241 CrossRefGoogle Scholar
  77. 77.
    Eagle JW, Dowd-Eagle SE, Snyder A, Holtzman EG (2015) Implementing a multi-tiered system of support (MTSS): collaboration between school psychologists and administrators to promote systems-level change. J Educ Psychol Cons 25:160–177.  https://doi.org/10.1080/10474412.2014.929960 CrossRefGoogle Scholar
  78. 78.
    Kearney CA (2016) Managing school absenteeism at multiple tiers. An evidence-based and practical guide for professionals. Oxford University Press, New YorkCrossRefGoogle Scholar
  79. 79.
    Kearney CA, Graczyk P (2014) A response to intervention model to promote school attendance and decrease school absenteeism. Child Youth Care Forum 43:1–25.  https://doi.org/10.1007/s10566-013-9222-1 CrossRefGoogle Scholar
  80. 80.
    Brouwer-Borghuis M, Heyne D, Vogleaar B, Sauter F (2019) Early identification of school attendance problems: how helpful are Dutch laws, policies, and protocols? EurJ Educ Psychol 12:47–61.  https://doi.org/10.30552/ejep.v12i1.240 CrossRefGoogle Scholar
  81. 81.
    Elliott JG, Place M (2019) Practitioner review: School refusal: developments in conceptualisation and treatment since 2000. J Child Psychol Psychiatry 60:4–15.  https://doi.org/10.1111/jcpp.12848 CrossRefGoogle Scholar
  82. 82.
    Ingul JM, Havik T, Heyne D (2019) Emerging school refusal: a school-based framework for identifying early signs and risk factors. Cogn Behav Pract 26:46–62.  https://doi.org/10.1016/j.cbpra.2018.03.005 CrossRefGoogle Scholar
  83. 83.
    Skedgell KK, Kearney CA (2016) Predictors of absenteeism severity in truant youth: a dimensional and categorical analysis. Am Second Educ 45:46–58. https://eric.ed.gov/?id=EJ1121070
  84. 84.
    Heyne D, King NJ, Tonge B, Rollings S, Young D, Pritchard M, Ollendick TH (2002) Evaluation of child therapy and caregiver training in the treatment of school refusal. J Am Acad Child Adolesc Psychiatry 41:687–695.  https://doi.org/10.1097/00004583-200206000-00008 CrossRefGoogle Scholar
  85. 85.
    Kratochwill TR, Volpiansky P, Clements M, Ball C (2007) Professional development in implementing and sustaining multitier prevention models: implications for response to intervention. School Psychol Rev 36:618–631. https://eric.ed.gov/?id=EJ788369
  86. 86.
    Lyon AR, Bruns EJ (2019) From evidence to impact: joining our best school mental health practices with our best implementation strategies. School Ment Health 11:106–114.  https://doi.org/10.1007/s12310-018-09306-w CrossRefGoogle Scholar
  87. 87.
    Lyon AR, Cook CR, Locke J, Davis C, Powell BJ, Waltz TJ (2019) Importance and feasibility of an adapted set of strategies for implementing evidence-based mental health practices in schools. J School Psychol (in press) Google Scholar

Copyright information

© Springer-Verlag GmbH Germany, part of Springer Nature 2019

Authors and Affiliations

  • David Heyne
    • 1
    Email author
  • Carolyn Gentle-Genitty
    • 2
  • Malin Gren Landell
    • 3
  • Glenn Melvin
    • 4
  • Brian Chu
    • 5
  • Marie Gallé-Tessonneau
    • 6
  • Kristin Gärtner Askeland
    • 7
  • Carolina Gonzálvez
    • 8
  • Trude Havik
    • 9
  • Jo Magne Ingul
    • 10
  • Daniel Bach Johnsen
    • 11
  • Gil Keppens
    • 12
  • Martin Knollmann
    • 13
  • Aaron R. Lyon
    • 14
  • Naoki Maeda
    • 15
  • Volker Reissner
    • 13
  • Floor Sauter
    • 16
  • Wendy K. Silverman
    • 17
  • Mikael Thastum
    • 11
  • Bruce J. Tonge
    • 18
  • Christopher A. Kearney
    • 19
  1. 1.Leiden University Institute of PsychologyLeidenThe Netherlands
  2. 2.Indiana University School of Social WorkIndianapolisUSA
  3. 3.Department of EducationNorrköping City CouncilNorrköpingSweden
  4. 4.Deakin University School of PsychologyBurwoodAustralia
  5. 5.Rutgers UniversityNew BrunswickUSA
  6. 6.Universite de BordeauxBordeauxFrance
  7. 7.NORCE Norwegian Research Centre ASBergenNorway
  8. 8.University of AlicanteAlicanteSpain
  9. 9.University of StavangerStavangerNorway
  10. 10.Norwegian University of Science and TechnologyTrondheimNorway
  11. 11.Aarhus UniversityAarhusDenmark
  12. 12.Vrije Universiteit BrusselBrusselsBelgium
  13. 13.Department of Child and Adolescent Psychiatry, Psychosomatics, and PsychotherapyUniversity Hospital Essen, University of Duisburg-EssenEssenGermany
  14. 14.University of WashingtonSeattleUSA
  15. 15.Kyushu University of Health and WelfareNobeokaJapan
  16. 16.De Banjaard-YouzKamperlandThe Netherlands
  17. 17.Yale University School of MedicineNew HavenUSA
  18. 18.Monash UniversityMelbourneAustralia
  19. 19.University of NevadaLas VegasUSA

Personalised recommendations