Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.

中文翻译：

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在学校实施有针对性的社交和情感学习干预措施——是否需要更具体的模型？

越来越多地鼓励学校采用基于证据或证据知情的干预措施，并利用实施科学的见解来实施这些干预措施。有关在学校实施干预措施的文献主要关注普遍干预措施，特别是针对所有儿童和青少年设计的社交和情感学习（SEL）。相比之下，有针对性的干预措施为那些可能需要小组或个人支持的学生提供了超出普遍水平的额外支持。迄今为止，对实施有针对性的 SEL 干预措施的重要因素的考虑有限。来自两所实施乐高疗法的学校的探索性案例研究的数据用于说明与这一有针对性的干预措施相关的实施因素。研究结果表明，普遍性和针对性干预的核心组成部分和因素有相似之处，但也存在一些在实施乐高疗法和潜在其他针对性 SEL 干预措施时需要考虑的重要独特要素。关键考虑因素包括与更广泛的学校系统的互动、干预倡导者的关键作用以及外部支持对解决问题和可持续性的重要性。由此产生的模型可以为乐高疗法和其他有针对性的 SEL 干预措施的实施框架的进一步开发提供信息。