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The Theoretical and Evidence-Based Components of Whole School Approaches: An International Scoping Review

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Title: The Theoretical and Evidence-Based Components of Whole School Approaches: An International Scoping Review
Language: English
Authors: Matthew Cavanagh (ORCID 0000-0003-2883-4050), Claire McDowell, Una O. Connor Bones, Laurence Taggart, Peter Mulhall
Source: Review of Education. 2024 12(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 37
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Descriptors: Special Needs Students, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorders, Dyslexia, Literature Reviews, Evidence Based Practice, Educational Theories, Student Development, Outcomes of Education
DOI: 10.1002/rev3.3485
ISSN: 2049-6613
Abstract: The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory-driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence-based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co-production.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1436715
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: The whole school approach (WSA) is often used in schools as a means of transformative change across many areas and involves many stakeholders. Many of the approaches used in WSAs are underpinned by psychological, social and educational theories. Although many of these approaches focus on vulnerable groups such as bullied and excluded children, relatively few of these approaches aim to support children with special educational needs (SEN). This specific vulnerable group includes children with attention deficit hyperactivity disorder (ADHD), dyslexia, autism spectrum disorders, among many others. A rigorous, theory-driven approach to supporting such children in schools is essential in ensuring positive academic and developmental outcomes for such students. Therefore, a scoping review was undertaken to explore the current literature on the use of WSAs, their theoretical and evidence-based components as well as key areas in which they are utilised and how they are evaluated. After searching in seven (EBSCOhost, ERIC, British Education Index, Open Dissertation Search, PsycINFO, Medline Ovid, Child Development and Adolescent Studies) databases and completing a rigorous screening process, 21 papers were included in the review. Recommendations for further research involving the development and implementation of a WSA to support children with special educational needs are made, with emphasis placed on the importance of a clear theoretical underpinning, interdependent components, clear outcome measures and co-production.
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