Exploring Stakeholder Perceptions of Facilitators and Barriers to Implementation of an Expanded School Improvement Model

Abstract

The study reported in this article explored stakeholders' perceptions of “barriers and facilitators” related to the successful adoption and implementation of a comprehensive school improvement model that emphasizes expanded school mental health. In particular, this study explored perceived barriers and facilitators related to these efforts and whether there were any preliminary differences in perceptions based on stakeholder role. Forty stakeholders involved in the pilot program of the Ohio Community Collaboration Model for School Improvement were interviewed. Lack of buy-in and understanding of the improvement efforts, student home life, and limited time were identified as the top barriers to school improvement efforts. Professional development, leadership, and on-site consultation were identified as important facilitators for success. Variance in the reported barriers and facilitators by stakeholder role suggest a need for targeted professional development and consultation opportunities to address the unique needs of various stakeholder groups. School social workers, who are educated around systems change, collaboration, and resource acquisition, may play an important role in supporting and leading these types of efforts.