Evidence-based programs in school settings: barriers and recent advances

Abstract

In spite of multi-disciplinary calls for the use of evidence-based practice in schools, empirically supported interventions are not being implemented in most schools. To increase the use of evidence-based programs in schools, it may be necessary first to identify characteristics of those programs and other factors that represent barriers to their use. This study examined implementation requirements and the availability of program information of 51 school-based intervention programs. Analyses revealed implementation obstacles such as high start-up costs, challenging training and staffing requirements, and a lack of easily accessible information about programs. Research and practice implications of these findings are presented.