Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

Abstract

The study examined the association between teacher academic research engagement to inform practice for pupils with SEMHD and teacher attitudes towards the adoption of evidence-based practices (EBP) for pupils with SEMHD in a sample of (n=79) undergraduate and postgraduate primary school trainee teachers in England, UK. A questionnaire was used to assess teacher academic research engagement operationalised as positive attitudes towards academic research, use of academic research, and knowledge about research. The Evidence-based Practice Attitude Scale (EBPAS) was used to examine attitudes towards EBP. The findings showed that while appreciation of academic research was high, its use to inform practice for pupils with SEMHD and knowledge about research was low. A positive attitude towards academic research, less skepticism towards the value of academic research to inform school practice for pupils with SEMHD, and research knowledge was associated with a more positive attitude towards EBP. Weak understanding of research methods and of information from academic research was linked to skepticism about the alignment of EBP for SEMHD with school-based practice. The impact of skepticism towards academic research to inform school practice for SEMHD was more pronounced in shaping participants' skepticism towards EBP compared to the impact of a lack of positive attitude towards academic research.