Date of Award


Degree Type


Degree Name

Doctor of Social Work (DSW)

First Advisor

Phyllis Solomon, PhD

Second Advisor

Ann Marie Mumm, PhD


Objective:The purpose of this study was to identify the barriers and facilitators of providing evidence-based practices (EBP) in the school setting. This correlational study tested the hypothesis that school social workers who perceive a positive organizational climate for implementation of EBP, have a positive attitude towards EBPs, are familiar with EBP, have access to regular supervision in which EBP is discussed, and have a smaller workload will be more likely to engage in the EBP process and utilize evidence-based practice in their work.

Methods: Four-hundred-twenty-six currently employed school social workers completed the online survey. The anonymous online survey included questions on the sociodemographics of the respondents and the school(s) in which they worked. Respondents completed multiple Likert-scale questions including: Engagement in the EBP Process, Utilization of Evidence-based practice, Implementation Climate Scale, Attitude Towards Evidence-based Practice, Familiarity with Evidence-based Practice, Access to Supervision, and Workload. Hypothesis was tested with multiple regression analysis.

Results:Findings show a statistically significant relationship for attitude towards EBP, familiarity with EBP, access to supervision, and discussion of EBP in supervision with engagement in the EBP process. Familiarity with EBP and access to supervision were statistically significant in relation to utilization of EBP. Hypotheses were partially supported.

Conclusion:This study expands upon prior studies in the field by clearly identifying the specific barriers and facilitators to increasing engagement in the EBP process and utilization of EBPs in the school setting. Furthermore, this investigation is the first quantitative look at both engagement in EBP process and utilization rates of specific EBPs that are applicable in the school setting. Professional development opportunities in order to increase school social workers’ familiarity with EBPs is fundamental to increasing both engagement in the EBP process and utilization of EBP in their work. The field must also look closely at access to supervision, including the frequency as well as discussion of EBP during supervision.

Included in

Social Work Commons