Abstract
In education many evidence-based practices have not achieved their potential to impact student outcomes as implementation is complex (Sanetti & Collier-Meek, 2019). Following on from an initial research project from the National Action Enquiry Programme for Educational Psychologists (Scottish Government, 2022), this research investigated the views of two key figures within a Scottish secondary school five years after the adoption of a growth mindset intervention. A semi-structured interview was used to explore how organisational change was enabled, why it was effective, and what barriers were faced. Several factors led to successful implementation: ignition, motivation, support within the organisation, perseverance of individuals driving change forward, and evaluating impact. Participants shared their challenges and the ways of tackling these. Several next steps were shared, with the importance of continued prioritisation needed to reach implementation sustainability. This research provides a promising platform for bridging the gap between implementation science research and practice.
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