Understanding how to keep effective programs in schools for young children
Multi-level determinants of implementation and sustainment in the education sector
This study looks at what helps or makes it harder for schools to keep programs that support kids with emotional and behavioral challenges, focusing on how teachers feel about their work, the school environment, and how easy the programs are to use, all to make sure these helpful programs stick around and improve kids' behavior and social skills over time.
Quick facts
| Grant type | R01 grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | Virginia Commonwealth University NIH-funded |
| Lab location | 1 site (Richmond, United States) |
| Project ID | NIH-10626718 on NIH RePORTER |
What this research studies
This research investigates the factors that influence the implementation and sustainability of evidence-based programs aimed at reducing emotional and behavioral disorders in elementary-aged children. By examining teacher self-efficacy, school climate, and intervention usability, the project aims to identify what helps or hinders the ongoing use of these programs in schools. The study will also assess how these factors affect children's behavior and social skills over time. Ultimately, the goal is to develop strategies that ensure these beneficial programs remain in place for the long-term benefit of students.
Who could benefit from this research
Good fit: Ideal candidates for this research are children aged 0-11 years, particularly those in 3rd grade who may be at risk for emotional and behavioral disorders.
Not a fit: Children who are not in school or those outside the age range of 0-11 years may not benefit from this research.
Why it matters
Potential benefit: If successful, this research could lead to more effective and sustainable mental health programs in schools, improving outcomes for children at risk of emotional and behavioral disorders.
How similar studies have performed: Previous research has shown that evidence-based programs can effectively reduce behavioral issues in children, but this specific approach to sustaining such programs is relatively novel.
Where this research is happening
Richmond, United States
- Virginia Commonwealth University — Richmond, United States (Active)
Researchers
- Principal investigator: Mcleod, Bryce Douglas — Virginia Commonwealth University
- Study coordinator: Mcleod, Bryce Douglas
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.