Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?

Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.

学校越来越多地被鼓励采用基于证据或有证据支持的干预措施，并利用实施科学的见解来实施这些措施。与学校干预措施实施相关的文献主要集中在普遍干预措施上，特别是针对社会和情感学习（SEL）的干预措施，这些措施是为所有儿童和青少年设计的。相比之下，针对性干预措施为那些可能需要在普遍水平提供的支持之外还需要小组或个人支持的学生提供额外支持。到目前为止，对于实施针对性SEL干预措施重要的因素考虑有限。来自对两所实施乐高疗法的学校进行的探索性案例研究的数据被用于说明与这种针对性干预措施相关的实施因素。研究结果表明，普遍干预和针对性干预的核心组成部分和因素存在相似之处，但在实施乐高疗法以及可能其他针对性SEL干预措施时，也有一些需要考虑的不同要素。关键考虑因素包括与更广泛的学校系统的相互作用、干预倡导者的关键作用，以及外部支持对解决问题和可持续性的重要性。由此产生的模型可能会为乐高疗法和其他针对性SEL干预措施的实施框架的进一步发展提供信息。