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

What's new

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    1. Adaptive Word Retrieval Programme

    Netherlands, Unknown - Unknown

    The Adaptive Word Retrieval programme is a school based study that aims to enhance children’s vocabulary acquisition in kindergarten. The programme builds on previous research findings suggesting that active retrieval might help with the consolidation of words from episodic (based on experiences) to semantic (language) memory by translating context-specific information to people’s existing knowledge. Children that were assigned to the experimental condition received extra word retrieval activities such as semantic feedback for words the children did not learn during the classroom vocabulary programme. The study was implemented in the Netherlands across different regions with wide range of economic backgrounds. Study findings indicate that children participating in the programme have higher growth in knowledge of target words.

    Evidence level:  Emergent Practice


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    2. 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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    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. Curriculum-based Anti-bullying Programme

    Greece, 2003 - Still operating

    The practice described here is an anti-bullying intervention based on a set of curricular activities embedded within the wider curriculum. The curriculum is well planned with 3 axes: awareness raising; self-reflection and the all-important commitment to new behaviours. The intervention project was developed in response to the problem of bullying at schools. The main aims of the programme were to i) decrease overall bullying and victimization ii) enhance the number of children helping the victims in bullying (defenders) and reduce the number of children who remain separate from the bullying situation (outsiders) and iii) to enhance students’ self-efficacy beliefs for intervening and iv) to promote positive interactions with peers. The programme was implemented in 13 different classrooms from fourth- to sixth-grade across 10 primary schools in Greece. The core of the programme consisted of eight instructional hours implemented over a one-month period. The practice was developed by the researchers and it was implemented by school teachers who received specific after-school training from the researchers. All teachers who were willing to participate received the training. The training was delivered with the expectation to engage teachers in the programme and raise their knowledge about implementing particular anti-bullying curricular activities. There are no available materials that document the teacher training, the eight curricular activities, and the programme implementation. The cost-effectiveness of the intervention was not evaluated. The programme was implemented in the school year 2003-04. There is no information on whether the intervention or something similar was implemented again.

    Evidence level:  Emergent Practice


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    5. Nuffield Early Language Intervention

    United Kingdom, 2004 - Still operating

    The Nuffield Early Language Intervention (NELI) is an intensive language support programme delivered by teaching assistants and designed to improve the spoken language ability of young children with relatively poor spoken language skills. The sessions focus on improving children’s vocabulary, listening, narrative skills and phonological awareness.

    Evidence level:  Promising Practice


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