Initiative Description: Baseline data on warning indicator behaviors were collected for approximately 3 weeks prior to intervention. Participating teachers, school administrators, and school counselors were trained on the intervention. The training included the following components: a) conceptual framework of the intervention b) model of how to deliver wise feedback messages in different contexts c) comprehension checks/questions to ensure understanding of intervention d) opportunities for independent practice with colleagues e) review of the lesson. Implementers submitted a detailed plan outlining how they were going to deliver the intervention and were encouraged to schedule a meeting with each participating student to deliver the intervention. Feedback messages were only delivered once to each student by each adult. Implementers were also encouraged to answer any questions/concerns/provide support for students as needs. There was an improvement in students’ sense of belonging and trust in their schools.
Study Results: Improved sense of belonging, trust in school.
Reference: Thayer, A. J., Cook, C. R., Fiat, A. E., Bartlett-Chase, M. N., & Kember, J. M. (2018). Wise Feedback as a Timely Intervention for At-Risk Students Transitioning Into High School. School Psychology Review,47(3), 275-290. doi:10.17105/spr-2017-0021.v47-3
Level of Evidence: Very Good