There is limited use of empirically supported mental health interventions in schools. Leveraging technology may reduce some barriers, however, use may still be limited. To further understand variable intervention use, this study investigated the challenges experienced by teachers invited to implement a daily report card (DRC) intervention aided by…

Inclusion is never only a practical issue of placement. School-wide systemic change, together with well-functioning, multi-tiered support, can promote the inclusion of all pupils. This paper draws on research conducted in two mainstream primary schools in Finland. The primary focus was to gain insight into practical solutions to facilitate the…

Randomly selected students from two disruptive classes (n=28 and n=30) were subjected to a daily report card reinforcement system. The study employed a time series design. Results showed significant improvements in work and behavior of both sets of target students and positive 'spill-over' effects in one class. Concludes with recommendations for…