Effective Evidence-Based Interventions for Emotional Well-being

Lessons for policy and practice

Bywater T and Sharples J (2012)

This systematic review summarises the outcomes of a selective review of effective school-based social-emotional learning programmes, available in the UK, and draws out lessons for policy and practice regarding choice and implementation. The findings suggest that evidence-based interventions that cut across different aspects of a child’s life (eg, home/school/other agencies) do work in terms of promoting well-being. However, the scaling up of effective programmes remains unsuccessful and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programmes.

Choosing a programme that “works” is not enough to guarantee success. Implementing a programme 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.

Featured news

  1. Improving outcomes for change: how do we know we’re succeeding?

    Posted on 18 July 2018

    BOOK YOUR PLACE at our first Innovation Evaluation conference, on Friday 23 November

Latest news

  1. Final programme announced for IEE Innovation Evaluation conference

    Posted on 8 November 2018

    The finalised programme for the IEE’s first Innovation Evaluation conference, Improving outcomes …

  2. First reports from the IEE Innovation Evaluation Grants published

    Posted on 10 September 2018

    The first two reports from projects funded by the IEE Innovation Evaluation Grants have now been …