Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Flexible, collaborative, well-structured interventions, consistent school policies, senior-leader buy-in, and visible behavioural improvements facilitated implementation; outdated materials, context misalignment, inconsistency, and resistance from experienced staff hindered it. → qual-themes

Evidence¶

qual-themes¶

Valdebenito, S., H. Gaffney, M. J. Arosemena‐Burbano, S. Hitchcock, D. Jolliffe, and A. Sutherland. 2025. “School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review.” Campbell Systematic Reviews 21: 1–96. https://doi.org/10.1002/cl2.70063

q2 · i? · quant-synthesis · r3

Qualitative synthesis of nine UK-based process evaluations of stakeholder (teacher, student, leadership) perceptions, identified through searches completed in September 2023; four major themes emerged, including that "flexible, collaborative, and well‐structured interventions facilitated implementation".

"First, intervention format mattered: flexible, collaborative, and well‐structured interventions facilitated implementation, while outdated materials or content misaligned with local context impeded delivery. Second, consistency in school policies and practice enabled smoother implementation, whereas inconsistency acted as a barrier."

Discussion¶

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