Employment, Social Affairs & Inclusion

This section features practices that have demonstrated their effectiveness through rigorous research. These practices have been reviewed by a team of experts according to our set evidence review criteria and summarised in a way that is easy to understand.

Find a practice (within the 'Evidence based practices'):

The practices can be also searched along the three policy pillars of the Recommendation for Investing in Children:

  1. Access to adequate resources
  2. Access to affordable quality services
  3. Children's right to participate

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    1. Steps Towards Alcohol Misuse Prevention Programme (STAMPP)

    United Kingdom, 2011 - Still operating

    Steps Towards Alcohol Misuse Prevention Programme (STAMPP) is a universal school-based intervention aiming to reduce alcohol use by adolescents – in particular, heavy episodic drinking and alcohol-related harms. The programme consists of a ten-lesson classroom-based curriculum and an information session for parents and carers, followed by information leaflets.

    Evidence level:  Promising Practice


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    2. The NoTrap! Programme 3rd Edition

    Italy, 2011 - 2013

    The NoTrap! programme (Let’s not fall into the trap! programme) 3rd edition is a school-based intervention that aims to prevent and combat both traditional bullying and cyberbullying using a peer-led approach. The intervention comprises online and offline activities in two main phases. The first phase of the programme is led by psychology researchers, while the second phase is led by peer educators. The peer educators are students who have been trained to enhance awareness and provide support in online contexts, and stimulate a more cooperative approach using face-to-face, offline activities. The peer educator activities include face-to-face activities focused on victims’ and bystanders’ feelings and emotions and empathy, and on how to cope in bullying and cyberbullying situations, as well as an online intervention in which peer educators moderate a forum and publish material on a Facebook group (on a rotation schedule, which each peer educator working for 2 weeks).

    Evidence level:  Promising Practice


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    3. SPELL: Structured Preschool Efforts in Language and Literacy

    Denmark, 2012 - 2015

    Structured Preschool Efforts in Language and Literacy (SPELL) is a 20-week small-group intervention which uses storybook reading and provides an explicit scope and sequence of language and literacy education. SPELL is an adapted version of a previously studied programme, Read It Again-PreK! (RIA, Justice & McGinty, 2013). The curriculum implemented in RIA was adapted into SPELL a version that is specific to the Danish context and language. The goal of SPELL is to increases children’s language and preliteracy skills.

    Evidence level:  Promising Practice


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    4. Comet / Komet

    Sweden, 2003 - still operating

    Comet (COMmunication METhod; Komet in Swedish) is a standardized programme designed for parents of children age 3-11 whose children display negative behaviours, such as Attention-Deficit/Hyperactivity Disorder (ADHD), Attention-Deficit Disorder (ADD), or Oppositional Defiant Disorder (ODD).  Comet combines components from other evidence based parent-training practices for oppositional defiance (Barkley, R., 1997; Webster-Stratton, 1996; and Bloomquist and Schnell, 2002).  The programme is delivered in eleven weekly 2.5 hour sessions and one follow-up session, each facilitated by two trained group leaders.  In Kling, et al., 2010, there were between 3 and 10 parents participating in each group.  The sessions include instruction from the facilitators, short video segments showing parent-child interactions, role-playing, and assignment of homework to practice specific concepts with their child for the next week.

    Evidence level:  Emergent Practice


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    5. School-Comet

    Sweden, 2005 - still operating

    School-Comet (COMmunication METhod; Skol-Komet in Swedish) for teachers is a standardized behaviour management training programme to help manage individual students with externalizing behaviours and general classroom behaviour management (Forster & Karlberg, 2005).  School-Comet is based on the principles of behaviour management strategies (BM), including functional behavioural assessment (FBA) which is a set of procedures developed to ascertain the reasons behind problem behaviours.  School-Comet is designed for teachers of elementary school levels whose students display negative behaviours.

    Evidence level:  Emergent Practice


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