Effective evidence-based interventions for emotional well-being

Effective evidence-based interventions for emotional well-being

This paper, written by Tracey Bywater and Jonathan Sharples at the Institute for Effective Education, summarizes the outcomes of a selective review of effective school-based social and emotional learning programs available in the UK, and draws lessons for policy and practice regarding choice and implementation. The evidence suggests that among universal and targeted evidence-based interventions, multi-modal/component approaches work in promoting cross-context competence and well-being. However, the scaling up of effective programs remains difficult, and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programs. 

Choosing a program "that works" is not enough to guarantee success; implementing the program with fidelity takes time and resources, but is necessary to achieve the desired, proven outcomes. A shift from being narrowly focused on "clinical effectiveness" and outcomes to being more inclusive of cost and process evaluations should result in more promising approaches, with a good potential for long-term financial and societal savings.

For more on implementation fidelity and cost-benefit analyses, see In Search of Feasible Fidelity by David Andrews, dean of the Johns Hopkins School of Education. 

 

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