From the university classroom to inclusive school practice: educators’ perceptions of preparation, confidence, enablers, and barriers to using behaviour science in schools

This study investigates the experiences of educators in one Australian state who completed postgraduate training in behaviour science through a state government initiative. Using an online survey with 73 participants, we explored educators’ perceptions of their preparedness, confidence, and ability to use behaviour science in school settings. Most participants felt well-prepared and confident in implementing behaviour science principles and practices, such as functional behaviour assessment, positive behaviour support, evidence-based instructional practices, staff coaching, data collection, and data-based decision-making. Qualitative analysis identified key enablers – including leadership support, role clarity, access to supervision, and ongoing professional development – that helped translate academic learning into practice. Conversely, significant barriers such as time constraints, workload demands, resistance to change, and limited resources impeded effective implementation. These findings underscore the importance of systemic support for sustainable practice change. This study provides insights to inform policy and workforce development initiatives aimed at enhancing inclusive practices and outcomes.