Focus School Structure

Outcome

Externalizing Behavior

Intervention Family

Academic-Educational Interventions

Focus on School Structure

If you are a school-based academic-educational program seeking to address youth behavior problems, consider ways to create smaller or more cohesive groups of students for part or all of the school day. Schooling in smaller structural units, whether in small schools or schools-within-schools, may yield a number of benefits: teachers are better able to adjust the curriculum and learning environment, behavior is more easily managed, and students feel a stronger sense of connection. Perhaps most importantly, teachers can better monitor students’ performance, assess students’ strengths and weaknesses, and provide greater individualized attention.

The youth served by the interventions contributing evidence to this recommendation usually had academic difficulties, often combined with behavior problems. Interventions of this type may offer specific services to help address academic struggles, such as one-on-one instruction, subject-specific tutoring, or individualized education programs. They also provide additional non-academic supports to address behavioral and other needs, such as counseling, assistance with interpersonal skills, and connections to essential social services.