The utilisation of evidence-based health interventions remains a challenge in educational settings. Although driving forward the scientific evidence-base may contribute to the diffusion of such approaches, abstract notions of population-level impact may not be seen as priorities in local. This paper considers the alternative forms of evidence that inform schools’ decision-making in relation to the adoption and implementation of health programmes.
Design:
Pragmatic formative process evaluation of a non-evidence-based social and emotional learning intervention, the Student Assistance Program, was conducted. Case-study methodology was used.
Setting:
Cases comprised four socio-economically contrasting secondary schools (free school meal eligibility ranging from 11.3% to 36%).
Method:
Semi-structured interviews were conducted with 15 programme stakeholders.
Results:
The results explore (a) how school staff acquired belief in the merit of the Student Assistance Program through an intervention training course; (b) how experiential evidence gained in this course is used in the effort to secure intervention adoption; and (c) how intervention implementation may be limited by the lack of opportunities to develop experiential evidence within the educational setting.
Conclusion:
Alternative forms of evidence, specifically experiential evidence, are of importance in the diffusion of interventions within educational settings. Evidence-based approaches need to further acknowledge and accommodate these alternative forms of understanding to enhance their uptake and implementation.
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