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## Breadcrumb

            -  Evidence for Program Improvement 
            -  Externalizing Relational Interventions 
            -           Consider Delivering Relational Interventions In a School Setting Outside the Classroom      

# Consider Delivering Relational Interventions In a School Setting Outside the Classroom

## Outcome

### Externalizing Behavior

## Intervention Family

### Relational Interventions

 Relational Interventions             Deliver one-on-one using lesson plans             Deliver in a dedicated setting             Emphasize interpersonal and intrapersonal skills              Prioritize youth with behavior problems            Service-learning       

## Consider Delivering Relational Interventions In a School Setting Outside the Classroom

## Evidence

The 34 relational interventions **delivered in schools outside of the classroom setting**showed greater reductions in participants’ externalizing behavior than those delivered during class or in community settings. Interventions using school-based out of classroom settings tended to offer counseling services.
Relational interventions that are provided during the school day in a dedicated setting outside of the classroom (e.g., a school counselor’s office or resource room) show stronger effects on externalizing behavior than those provided in the classroom or in community settings. In our evidence base, relational interventions in these settings tended to be counseling programs – both individual and group – often delivered by specialist staff, but also by paraprofessionals or trained peer counselors. These types of settings share a few features that may make them more effective:
- Counselors in these settings are integrated members of the school team, whether they are school employees or part of a community agency. This means they are likely to be in communication with the classroom teacher and other support staff, and may have opportunities to observe the youth in their school environment. This proximity can give staff a keen understanding of youth’s daily challenges related to peers, teachers, and academics, as well as their strengths. Being part of the school also means they are a familiar and consistent face to the youth, which can make it easier to build trust and rapport.
- Programs that take place in school reduce barriers like transportation and can increase the likelihood that the young person will attend the program and receive the full benefits, assuming that they are in school already. Creating a space away from the classroom setting allows the program staff to focus more individualized attention on the participants, and reduces distractions that come with a full classroom.
While the strong effects we observed that support this recommendation may be due to other intangible reasons related to a school environment, some characteristics of a school environment may be transferrable to a community setting if it does not make sense for you to work within the school system.
Assess Feasibility- Locations and partnerships. .  	Take stock of the available options based on past or current partnerships with schools or school health centers. Are there opportunities to create new partnerships or build on these relationships? Is it realistic to forge new partnerships with school districts and individual schools?
- Identify schools with needs aligned to your program. .  	Use local data and existing partnerships to identify schools with needs aligned to the goals of your program. Are there opportunities for partnerships?
- Resources .  	Consider what resources are necessary to deliver services in schools outside of the classroom. Would you need to hire additional staff? Negotiate with current funders or identify additional resources?
- Context. .  	Consider where and how you might implement services within schools. Is your intervention adaptable to a school context? Is your target population accessible in schools, or are many of them not in school? What administrative norms and rules govern whether students can leave class and under what conditions? **Other requirements.**.	Staff who perform these services may need background checks or additional training and certifications to be allowed in schools. What are the state or local requirements for partnering with your school system? 

Take Action
If it’s not feasible to implement in schools:
- Create similar features in your community settings.  If school-based implementation is not feasible, consider ways to create circumstances that mimic the positive characteristics of school-based programs. For example, form collaborations with schools to ensure strong linkages between your community program, teachers, and school counseling staff; minimize distractions; focus on retaining staff; and provide individualized attention.

If you are thinking about implementing in schools:
- Build relationships and trust.  Seek permission to attend school meetings, afterschool activities, or other events to learn about school culture and become a consistent presence.
- Cultivate champions.  Identify a school staff person who believes in your program and can connect you with decisionmakers. Ask to present at a staff meeting to share your ideas and engage with educational support staff. Show how your program helps the school meet its goals, such as state educational standards.
- Tackle logistics.  Coordinate with school staff to determine how scheduling will work: how to coordinate student schedules, select classes that can be missed, and reserve space.
- Increase professional or paraprofessional staff  to accommodate one-on-one or small group sessions in schools as needed. Connect with probono counseling programs or graduate schools to add capacity, with appropriate supervision.
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