School stakeholders’ insights into teachers’ use of evidence-based practices for students with emotional and behavioural difficulties

This qualitative interpretative study investigated school stakeholders’ accounts of teachers’ adoption or non-adoption of evidence-based practices to promote the success of students with emotional and behavioural difficulties (EBD) in mainstream school settings. Semi-structured individual and group interviews were conducted with 127 stakeholders (principals, teachers, and educational support staff) from 10 primary and secondary schools. Guided by Ajzen’s Theory of Planned Behaviour, a thematic analysis revealed a predominance of obstacles over facilitators, with statements respectively related to behavioural beliefs, control beliefs, and normative beliefs. Perceived practice effectiveness was the sole facilitator within cognitive attitudes, while time constraints represented the main barrier. Affective attitudes highlighted concerns about the potential inequities for other students, and normative beliefs emphasised the role of explicit leadership, coherent school policies, and coordinated teacher implementation. This study suggests that successful inclusion of students with EBD requires comprehensive interventions addressing belief systems, organisational structures, and normative environments simultaneously.