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Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators

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Abstract

This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings. Developers of interventions that have been designated as “evidence-based” in multiple vetted lists and registries available to schools participated in a structured interview. The interview focused on potential facilitators and barriers to implementation and sustainability of their intervention. The interviews were transcribed and coded to identify similarities and differences among the responses as well as themes that cut across participants. Results indicated that those concerned with effective implementation and sustainability need to address several areas: (a) development of principal and other administrator support; (b) development of teacher support; (c) development of financial resources to sustain practice; (d) provision of high-quality training and consultation to ensure fidelity; (e) alignment of the intervention with school philosophy, goals, policies, and programs; (f) ensuring that program outcomes and impact are visible to key stakeholders; and (g) development of methods for addressing turnover in school staff and administrators.

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Acknowledgments

The authors would like to acknowledge the support of the American Psychological Association (APA) Division 16 Task Force on Evidence-Based Interventions in School Psychology, the Society for the Study of School Psychology, and the National Association of School Psychologists.

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Correspondence to Susan G. Forman.

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Forman, S.G., Olin, S.S., Hoagwood, K.E. et al. Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators. School Mental Health 1, 26–36 (2009). https://doi.org/10.1007/s12310-008-9002-5

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