Implementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study

Elise Cappella, Daisy R. Jackson, Ha Yeon Kim, Caroline Bilal, Sibyl Holland, Marc S. Atkins

Research output: Contribution to journalArticlepeer-review


Guided by implementation science scholarship and school mental health research, the current study uses qualitative and quantitative data to illuminate the barriers, opportunities, and processes underlying the implementation of a teacher consultation and coaching model (BRIDGE) in urban elementary schools. Data come from five public elementary schools, 12 school mental health staff (BRIDGE consultants), and 18 teachers participating in a classroom-randomized trial of BRIDGE. Findings from directed content analysis of teacher focus group and interview data suggest that aspects of the BRIDGE intervention model, school organization and classroom contexts, and teachers/consultants and their relationship were relevant as implementation facilitators or barriers. In addition, case study analysis of intervention materials and fidelity tools from classrooms with moderate-to-high dosage and adherence suggests variation in consultation and coaching by initial level of observed classroom need. Results illuminate the need for implementation research to extend beyond simple indicators of fidelity to the multiple systems and variation in processes at play across levels of the implementation context.

Original languageEnglish (US)
Pages (from-to)222-237
Number of pages16
JournalSchool Mental Health
Issue number2
StatePublished - Jun 1 2016


  • Classroom intervention
  • Implementation processes
  • Mixed method
  • School mental health
  • Teacher consultation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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