Promoting Equity-Centred Tier 1 Supports in an MTSS Framework

Abstract

Multi-tiered systems of support (MTSS) frameworks have the potential to transform educational systems and address persisting racial disparities related to special education referral and eligibility. In this paper, we integrate tenets of culturally responsive practice and implementation science into an Equity-Centered MTSS Implementation Model, grounding the model in a systematic review of existing quantitative, qualitative and mixed methods research studies. Specifically, we reviewed 26 articles in which educators received training to implement a universal (Tier 1) intervention or practice for the purpose of advancing equitable student outcomes in PK-12 schools. Most studies reviewed took place in urban elementary settings, providing teachers with one or multiple training opportunities in the context of professional development, coaching, or consultation. Studies included mainly general and special educators implementing restorative practices, culturally responsive teaching, or other culturally affirming interventions and supports for youth with marginalized identities. Study results indicated mostly positive outcomes for teachers (e.g., increased self-efficacy, improved implementation) and youth (e.g., increased academic engagement), yet reinforced the necessity of providing ongoing training and support to educators to sustain initial change. We frame implementation recommendations from studies reviewed in the context of the Equity-Centered MTSS Implementation Model for the purpose of promoting transformative systems that benefit equitable outcomes for youth in U.S. schools.