Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

Figures & data

Table 1. Differences in academic research engagement, and attitudes towards EBP for SEMHD across participant age group and programme of study.

	Age				Programme of study
	18 - 29	30–39	40 ≤		BA	PGCE	School-Direct
	M(SD)	M (SD)	M(SD)	F (2, 76)	M(SD)	M (SD)	M(SD)	F (2, 76)
Academic Research Engagement
Positive disposition	19.22 (2.41)	18.79 (2.64)	19.29 (3.75)	1.57	19.13 (2.13)	19.68 (2.63)	18.53 (4.07)	.76
Research not useful	4.89 (1.45)	4.50 (.94)	4.71 (1.98)	.38	4.78 (1.17)	4.68 (2.00)	4.93 (1.62)	.12
Research use	4.45 (1.69)	5.07 (1.64)	5.00 (1.75)	1.07	4.53 (1.80)	4.95 (1.79)	4.67 (1.23)	.39
Research methods knowledge	1.04 (.82)	1.36 (.93)	1.21 (.89)	.85	.98 (.87)	1.37 (.83)	1.27 (.80)	1.68
				F (2,75)				F (2,75)
Understanding academic research	2.67 (.75)	2.67 (.75)	2.67 (.75)	2.14	2.74 (.73)	2.74 (.73)	2.74 (.73)	2.74 (.73)
Evidence-based Practices (EBP)
Attitude	40.67 (8.25)	45.43 (8.33)	42.14 (9.08)	1.76	40.44 (8.37)	45.21 (7.36)	41.47 (9.48)	.04
Openness	11.20 (2.51)	12.00 (2.61)	10.64 (3.46)	.89	11.18 (2.51)	11.26 (3.12)	11.40 (2.97)	.29
Divergence	11.80 (2.51)	13.29 (3.69)	12.57 (2.85)	1.68	12.04 (3.04)	12.63 (2.59)	12.13 (2.53)	3.44
Appeal	10.09 (3.97)	11.57 (3.97)	11.29 (1.98)	1.22	9.84 (3.91)	12.42 (2.67)	10.33 (3.68)	1.37*
Requirements	7.61 (3.40)	8.5 (3.90)	7.64 (3.00)	.45	7.38 (3.30)	8.89 (3.30)	7.60 (3.74)	2.18

^*p < .05, ^**p < .01, ^***p < .001.

Figure 1. Your views about using research information to support the learning of pupils with SEMHD.

Figure 2. Which of the following were important in identifying a specific approach to teaching for pupils with SEMHD? Choose two most important.

Note: DfE: UK Department for Education; Ofsted: Office for Standards in Education, Children’s Services and Skills for England, UK

Figure 3. Factors that influence the decision to adopt a specific approach to teaching pupils with SEMHD.

Figure 4. Resources you would consult to decide on your general approach to teaching pupils with SEMHD.

Figure 5. Resources easy to understand.

Table 2. Correlations between academic research engagement and attitudes towards EBP for SEMHD.

	Attitudes towards EBP for SEMHD
Academic Research Engagement	Total Attitudes	Openness	Divergence	Appeal	Requirements
Positive disposition	.29**	.09	−.30**	.15	.22*
Research not useful	−.37***	−.38***	.44***	−.11	−.12
Research use	−.06	.05	−.05	−.16	−.06
Research methods knowledge	.10	.06	−.20*	.11	−.08
Understanding academic research	.16	.16	−.21*	.08	−.00

^*p < .05, ^**p < .01, ^***p < .001.