Evidence-Based Interventions in Schools: Developers’ Views of Implementation Barriers and Facilitators

Susan G. Forman*, S. Serene Olin, Kimberly Eaton Hoagwood, Maura Crowe, Noa Saka

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

314 Scopus citations


This study examined the factors that are important to successful implementation and sustainability of evidence-based interventions in school settings. Developers of interventions that have been designated as “evidence-based” in multiple vetted lists and registries available to schools participated in a structured interview. The interview focused on potential facilitators and barriers to implementation and sustainability of their intervention. The interviews were transcribed and coded to identify similarities and differences among the responses as well as themes that cut across participants. Results indicated that those concerned with effective implementation and sustainability need to address several areas: (a) development of principal and other administrator support; (b) development of teacher support; (c) development of financial resources to sustain practice; (d) provision of high-quality training and consultation to ensure fidelity; (e) alignment of the intervention with school philosophy, goals, policies, and programs; (f) ensuring that program outcomes and impact are visible to key stakeholders; and (g) development of methods for addressing turnover in school staff and administrators.

Original languageAmerican English
Article number26
Pages (from-to)26-36
Number of pages11
JournalSchool Mental Health
Issue number1
StatePublished - 1 Mar 2009

Bibliographical note

Publisher Copyright:
© 2008, Springer Science + Business Media, LLC.


  • Evidence-based interventions
  • Implementation
  • Mental health
  • Schools
  • Sustainability


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