What factors influence teachers’ acceptance of evidence-based interventions?

The use of Evidence Based Interventions (EBIs) in U.K. schools is an ongoing initiative that continues to be supported on a national level in educational policy.

Despite an increase in the availability of information regarding effective school based interventions, school staff are struggling to implement these interventions successfully.

The difficulty schools are experiencing moving these interventions from 'science to service' has resulted in an ongoing debate regarding the long-term impact this is having on outcomes for young people with Special Educational Needs and the poor use of public resources.

This Review Paper systematically identified factors that are associated with teachers' intentions to implement new practices

Four main factor types were identified which include:

• intervention characteristics
• teachers' attitudes and beliefs
• teachers' past behaviours
• the way in which information is disseminated to teachers

The Empirical Paper involved an experimental study where the primary aim was to assess if providing teachers with an explanation of how EBIs can lead to an improvement in attainment would impact their 'acceptance' of that EBI.

This study examined the relationship between teachers' attitudes and past behaviours in relation to their 'acceptance' of EBIs.

The results found that teachers were not additionally persuaded to accept an EBI when given a theoretical explanation of how the EBI may lead to an increase in attainment.

However, there was a significant relationship between teachers' attitude toward evidence based practice, past behaviours and their acceptance of the EBIs.