Identifying Victorian teachers’ perceptions of the barriers and facilitators to successful implementation of multi-tiered system of support (MTSS) frameworks for reading

This study explores the perceived barriers and facilitators experienced by teachers implementing multi-tiered systems of support (MTSS) for reading in Victorian primary schools. Drawing on survey data from 74 educators across three Victorian primary schools, the findings highlight the critical role of resources, context, staff knowledge and training, and school leadership in effective MTSS implementation. The absence of key resources - particularly time, staff, and funding - was more frequently cited as a barrier than their presence was as a facilitator. Additionally, leadership was frequently identified as a key facilitator to implementation but was not reported as a barrier by any participants in this study. Findings are interpreted through the lens of implementation science, particularly the Active Implementation Frameworks (AIFs), offering practical insights for policymakers, system leaders, and school communities seeking to embed sustainable MTSS practices in Australian schools. Implications for future research and limitations of the study are discussed.