The highest quality evidence for well-being was split, with some studies showing increased well-being and some showing no improvements. Tier 3 students receive more intensive, individualized support to improve their behavioral and academic outcomes. Tier 3 interventions may involve providing individualized instruction away from classmates, residential treatment programs, or hospitalization. Universal supports are provided to all students across all settings, including rules and expectations posters in classrooms and hallways, clear instructions for teachers and staff on how to handle behavioral problems, and positive reinforcement for good behavior. Overall, the purpose of PBIS is to improve outcomes—social, emotional, and academic—for every student, including students with disabilities and students from underrepresented groups.

For example, the PROSPER partnership model creates local teams with personnel representing university extension, schools, and community agencies. Less attention has been paid to their potential impact on quality of implementation, although theoretical models of how building community capacity assists in reaching this goal are emerging (Chinman et al, 2005). Many of these interventions, such as Communities that Care (Hawkins & Catalano, 1992), include formation of a community coalition as a mobilization strategy. The stability of district leadership can influence implementation through its effects on mission articulation, staffing decisions, and programmatic choices. Researchers and program developers who understand the mission and vision of policymakers and administrators at local, state, and federal levels will be better prepared to establish mutual interests with school district personnel, from superintendents to teachers.

In doing so, it ensures that education stakeholders are using the best available research when making evidence-based decisions. The “Find What Works” tool allows users to easily search for studies by topic area, such as math or science, to find studies where there is evidence of positive effects. For Tiers 1-2, evidence should come from large, multisite studies with characteristics of the sample and setting1 similar to those in your school or district. Evidence-based interventions, therefore, have higher efficacy and are more efficient. Weist (Eds), International school mental health for adolescents- global opportunities and challenges.

• Other more sophisticated statistical analyses (e.g. multilevel modeling to account for nesting of students within schools) and comparison of sites on a wider variety of organizational contextual variables should be conducted in future studies with a larger sample.
• In recent years, there has been a growing recognition that we need to go beyond the examination of unitary constructs and consider intersectionality when trying to understand the complex dynamics of identity and experience within the context of school mental health (Smith & Trimble, 2016).
• Evidence suggests that children and adolescents with higher resilience levels tend to respond positively to stressful situations by adopting adaptive coping strategies.
• However, based on the standardised residual of this study (1.44), this study was not perceived as an outlier.

Characteristics of included interventions

This online resource is designed to help districts identify EBPs within each of these categories as part of ESEA implementation. Using, generating, and sharing evidence gives stakeholders an important tool to accelerate student learning. This section collects any data citations, data availability statements, or supplementary materials included in this article. The author(s) declare that financial support was received for the research and/or publication of this article. In the context of limited medical resources, SBIs could serve as a complementary or alternative therapy to promote the ability of children and adolescents to adapt to stressors.

For example, cognitive behavioral therapy is an evidence-based intervention for youth with anxiety or depression. The packaging involves the language used, examples provided, and visual materials that accompany implementation of many interventions. There are two common approaches to adapting interventions based on finding moderators of intervention response. Finding that glasses moderated intervention response provides the evidence necessary to warrant intervention development or adaptation efforts to enhance benefits for students who wear glasses.

Evidence-Based Practice Summaries

The SIC has been adapted for a number of different interventions and contexts, including schools (Nadeem et al., 2018). This study examined organizational culture and climate profiles as a predictor of fidelity to three EBIs for autism and found that schools with comprehensive profiles (i.e. high proficiency and positive climate) had higher fidelity to two of the EBIs. Thus, it is critical to understand the factors that increase the likelihood of successfully implementing evidence-based SBIs in order to improve the provision of mental health services to youth.

There were nine schools that were approached to participate in the study who declined prior to providing consent. These phases of implementation https://www.nj.gov/education/esser/arp/ include activities such as planning, stakeholder engagement, training, and adapting interventions. The authors suggest that this may be because the organizational constructs measured, such as school-level implementation leadership, may not directly affect what is happening at the classroom level where the intervention took place. The only other study examining organizational factors and provider EBI use examined data from the same study as Williams and colleagues (2019) and did not find a relationship between implementation leadership/climate and EBI use (Locke et al., 2019). When introducing new interventions to a setting, the field of implementation science (Eccles & Mittman, 2006) emphasizes the need to consider contextual factors, including features of the organization when implementing an intervention (Damschroder et al., 2009).