Despite the huge amount of time and effort that goes into designing and setting up an intervention in schools, new programmes are often not sustained beyond initial funding, pupil outcomes being achieved, when key staff leave, and\/or when an associated research study ends. <\/p>\n\n\n\n
A message from both research and the implementation guidance report is that sustainability is not something to be left to the end, but planning for sustainability runs throughout effective implementation. See EEF Guidance Report<\/a> pages 44-46. There is relatively little focused research in education or implementation strategies about sustainability, incorporating concepts of capacity building, change and adaptation over time. Hence there is a gap for information about sustainability, as well as tools for schools to use. <\/p>\n\n\n\n IMPLEMENTATION SUSTAINABILITY EXPLAINER\u00a0<\/strong><\/p>\n\n\n\n Watch the following video to hear a definition and examples of what we mean by sustainability as a process and how sustained might be seen at the individual pupil level, school level, community level. <\/p>\n\n\n\n