Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.

The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective field. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.  

This book is relevant to every person who works in a school – worldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

"The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial-No Derivatives 4.0 license."


chapter 1|9 pages

Implementing school policy effectively

ByKelly-Ann Allen, Andrea Reupert, Lindsay Oades
Size: 0.38 MB

chapter 2|8 pages

Applying the science of learning in the classroom

ByPamela Snow, Caroline Bowen
Size: 0.19 MB

chapter 3|8 pages

Student wellbeing interventions and implementation

ByDianne A. Vella-Brodrick, Tan-Chyuan Chin
Size: 0.20 MB

chapter 4|7 pages

Load reduction instruction policy

ByAndrew J. Martin, Paul Evans
Size: 0.19 MB

chapter 5|6 pages

Personalised wellbeing planning

ByLindsay G. Oades, Aaron Jarden
Size: 0.18 MB

chapter 6|7 pages

Play policy framework for schools

ByMarilyn Fleer
Size: 0.19 MB

chapter 7|9 pages

Excellence in Indigenous education

ByMarnee Shay, Jodie Miller
Size: 0.20 MB

chapter 8|10 pages

Alcohol and other drug use policy

ByTracy Evans-Whipp, John W. Toumbourou
Size: 0.20 MB

chapter 9|6 pages

Feedback for learning

ByCameron Brooks, Rochelle Burton, John Hattie
Size: 0.18 MB

chapter 10|6 pages

Activity participation policy

ByPhilip Ward
Size: 0.18 MB

chapter 11|11 pages

Embedded careers education

ByLucas Walsh, Joanne Gleeson
Size: 0.22 MB

chapter 12|7 pages

Appropriate staff and student relationships policy

ByNicholas Gamble, Christopher Boyle
Size: 0.19 MB

chapter 13|9 pages

Self-injury response and intervention policy

ByEmily Berger, Janis Whitlock
Size: 0.19 MB

chapter 14|8 pages

School trauma-informed practice policy

ByEmily Berger, Karen Martin
Size: 0.19 MB

chapter 15|6 pages

Mental health promotion policy

ByRob Donovan, Julia Anwar-McHenry
Size: 0.18 MB

chapter 16|7 pages

Reading instruction and support

ByPamela Snow, Kate de Bruin, Linda Graham
Size: 0.20 MB

chapter 17|6 pages

Catering for gifted and talented students in the regular classroom

ByJoe Santoro, John Munro
Size: 0.19 MB

chapter 18|8 pages

Teachers’ work with digital technologies

ByNeil Selwyn, Amanda Heffernan
Size: 0.19 MB

chapter 19|8 pages

School belonging policy

ByKelly-Ann Allen, DeLeon L. Gray, Gökmen Arslan, Kathryn Riley, Dianne Vella-Brodrick, Lea Waters
Size: 0.19 MB

chapter 20|9 pages

Apps for secondary school student mental health and wellbeing

BySimone Gindidis, Mark Larsen
Size: 0.20 MB

chapter 21|6 pages

School cultural congruity

ByMihya Weber, Chloe Zhang, Alessandra Mittelstet, Shane R. Jimerson
Size: 0.17 MB
Size: 0.19 MB

chapter 23|7 pages

Teacher wellbeing

ByRebecca J. Collie
Size: 0.18 MB

chapter 24|7 pages

The use of digital devices in the classroom

ByTracii Ryan, Michael Henderson, Jesper Aagaard
Size: 0.19 MB

chapter 25|9 pages

Transgender and non-binary students, staff, and family members in schools

ByClare Bartholomaeus, Damien W. Riggs
Size: 0.20 MB

chapter 26|6 pages

Family engagement

ByAndrea Reupert, Kathleen Minke
Size: 0.17 MB

chapter 27|6 pages

A whole school approach to preventing and managing bullying

ByGerald Wurf
Size: 0.18 MB

chapter 28|9 pages

Policy framework for the use of therapy dogs in educational settings

ByChristine Grove, Linda Henderson, Felicia Lee
Size: 0.20 MB
Size: 0.20 MB

chapter 30|9 pages

Responding to students living with domestic and family violence

ByLarissa Fogden, Cathy Humphreys
Size: 0.20 MB
Size: 0.21 MB

chapter 32|8 pages

Using research evidence to improve practice

ByMark Rickinson, Lucas Walsh, Mandy Salisbury, Joanne Gleeson, Connie Cirkony
Size: 0.20 MB

chapter 33|8 pages

Declaring a climate emergency

ByAlan Reid
Size: 0.21 MB

chapter 34|8 pages

Entrepreneurial learning

ByBronwyn Hinz
Size: 0.19 MB

chapter 35|9 pages

Screening and assessment of learning policy

ByKate Jacobs, Karen Starkiss
Size: 0.20 MB

chapter 36|12 pages

Strengths-based approaches for assessing student wellbeing

ByJennica Paz, Katina Lambros, Shameeka Lewis
Size: 0.21 MB
Size: 0.18 MB

chapter 38|11 pages

School-based empathy policy

A holistic approach
ByAileen Fullchange, Méroudjie Denis, Leann V. Smith
Size: 0.20 MB

chapter 39|6 pages

Raising awareness and understanding of superdiversity in the classroom

ByNicholas Gamble, David Bright, Ruth Fielding
Size: 0.18 MB

chapter 40|4 pages

School policy development and creation

ByKelly-Ann Allen, Andrea Reupert, Alan Reid, Ian Hardy, Lindsay Oades
Size: 0.06 MB