Background: School mental health literacy programs, delivered at the universal level, are key to promoting positive behavioral health for all youth. Successfully implementing these programs requires adaptation to ensure the programs are aligned with contextual demands of the schools in which they are implemented. Yet, little is known about how to…

Background: In response to escalating concerns about the pervasive use of digital media and research documenting the impact on adolescent well-being and academic performance, schools are exploring opportunities to reverse these concerning trends. Many schools respond with full or partial bans on social media use during the school day; however,…

This paper aims to detect the motivations, structures, and conditions that both promote and hinder commitment and buy-in regarding the implementation of restorative practices in schools. In addition, the components that contribute to the long-term sustainability of the restorative idea in school settings are also identified. The article summarizes…

Over the past decade, there has been an increase of 1:1 laptop schools across the United States. Yet, minimal research exists which examines the experiences of school site administrators as they lead the implementation of a 1:1 laptop school initiative. This case study investigated the roles of principals and assistant principals leading 1:1…

Positive Behavioral Interventions and Supports (PBIS) is a widely-used multi-tiered prevention framework that embeds a systems approach for establishing behavioral supports for all students, across all levels of need, to achieve social, behavioral, and academic success. A growing body of research has documented the effectiveness of PBIS in schools…

The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and the Outcome Logic Model (OLM), the authors describe results from a collaborative program evaluation conducted by university researchers and external…

The purpose of this study is to explore the effects of school-wide positive behavior interventions and supports (SWPBIS) on student academic performance. The participants in the study are eight middle schools from an urban Southern California school district where the implementation of SWPBIS was mandated. Using archival data collected by the…

Research indicates inadequate evidence-based practice (EBP) implementation for autistic adolescents in schools, despite schools being the most accessed service system by autistic youth. It is critical for school personnel to have a systematic approach to select and adopt autism EBPs. The Autism Community Toolkit: Systems to Measure and Adopt…

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully…

The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3…

Purpose: School improvement planning has been a central part of school improvement initiatives for decades. Evidence suggests, however, that traditional planning processes are regularly superficial. In the USA, some principals have begun developing short-cycle planning designed to encourage school leadership teams and staff to develop, monitor and…

This case study examines the motivations of, and processes used by teacher leaders to establish a peace program at their middle school. These teacher leaders creatively engaged students in transforming school culture using empowering strategies to build positive peace among students, administrators, and teachers. Theories of peace education are…

As evidence-based interventions (EBIs) become more widely disseminated, fidelity of implementation (FOI) often wanes. This study explores the association between FOI and malleable variables within classrooms that could be targeted to optimize resources without compromising FOI as school-based EBIs are disseminated across real-world settings. We…

Cognitive behavioral therapy for youth with autism spectrum disorder and anxiety is effective, but disparities exist in accessing these programs. Training school providers to deliver cognitive behavioral therapy may help to address these disparities. However, little is known about how cognitive behavioral therapy programs are implemented by…

Although comprehensive school counseling programs are implemented widely across the country, school counselors face myriad barriers to implementation. As such, we conducted a multilevel, descriptive case study to examine a school counseling cohort preparing to apply for the American School Counselor Association's Recognized ASCA Model Program…