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Abstract

Solution focused approaches are strengths-based interventions that have improved student outcomes in schools. This study aimed to systematically review the evidence for solution focused practice delivered in schools by non-specialist school staff and student peers.

Methods
PRISMA 2020 guidelines were followed. Ten electronic and two grey literature databases were searched in April 2023 and December 2024, restricted to school settings and children aged 4-18. Two independent researchers screened titles, abstracts and full texts against predefined selection criteria. Quality appraisal and risk of bias assessment was conducted using the Mixed Methods Appraisal Tool. A narrative synthesis was undertaken.

Results
Twenty studies were included; most were from the U.K. and U.S. Only one randomised controlled trial (RCT) was identified. The Working on What Works intervention was most frequently implemented. Most studies reported student- and teacher-rated improvements in classroom behaviour and relationships, and some showed reduced school-related behaviour problems. Improvements in academic attainment and school attendance were mixed. Few studies included student peer-led interventions or assessed staff outcomes.

Conclusions
School staff can be trained to deliver solution focused practice in schools. Preliminary evidence supports potential benefits, including improving classroom relationships and behaviour. However, studies of higher methodological quality are needed.

Publication Type:	Article
Additional Information:	This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY-4.0).
Publisher Keywords:	systematic review, solution focused brief therapy, school teachers, schools
Subjects:	L Education > L Education (General)
Departments:	School of Health & Medical Sciences School of Health & Medical Sciences > Department of Population Health & Policy
SWORD Depositor:	Symplectic Administrator

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