School-based Motivational Interviewing (SBMI) is a promising approach to addressing pupil disaffection (Atkinson & Woods, 2003; Enea & Dafinoiu, 2009). School support staff may be well-placed to deliver SBMI because direct pastoral activities commonly feature in their deployment (Skipp & Hopwood, 2019). However, little is known about what happens when school staff attempt to implement SBMI.
This study examined the implementation of a SBMI training and intervention programme (the ‘Reach’ programme), facilitated by the Educational Psychology Service (EPS) in a London local authority (LA). The programme aimed to train school support staff to implement MI interventions with pupils experiencing disaffection. This study aimed to examine EPs’ views on the need for development of the programme. The study then aimed to examine initial Reach implementation in the context of its feasibility and usefulness to school-based facilitators (Reach coaches). The study also aimed to examine the degree to which coaches used the approach with fidelity, or adapted it, when transferring it to their everyday practice.
A qualitative multiphase design was used. Phase 1 involved semi-structured interviews (SSIs) with EPs (N = 6) to establish needs in the LA context. In Phase 2, Reach coaches took part in focus groups over two time points (N = 14; N = 11) to gather insight into their initial experiences of setting up and using Reach. Phase 3 used SSIs (N = 7) to examine coach reflections following the initial implementation period.
Coaches perceived Reach as useful and beneficial for their pupils. However, issues were identified at the level of implementation feasibility, fidelity, and adaptation. Findings implied key areas where Reach programme content could be developed to ensure it will be sustained in schools and impact positively on pupil outcomes. Recommendations for training development to enhance coach proficiency, and contracting processes to build appropriate systemic support for coaches, are outlined.