Early Intervention in Schools: Evidence-Based Programs to Prevent Emotional and Behavioural Disorders

Increased consideration of early intervention in schools has since become one of the most promising approaches to supporting children’s mental and emotional well-being. Emotional and behavioural disorders (EBD) affect a significant number of students worldwide, posing barriers to learning, socialisation, and indeed living full lives. Yet research continually established that early, well-designed interventions could lessen the risk factors, build resilience, and support emotional and behavioural health. The article turns to best-practice-based early intervention programs that have been successfully implemented in school contexts for the prevention of emotional and behavioural disorders.

Why Early Intervention Matters?

The early school years are a critical period of social-emotional and behavioural development. It’s a time that habits set in, coping strategies take root, and interpersonal patterns are established. Without an early intervention, an academically challenged child in mental and behavioural disarray is very likely to be faced with numerous incidences of behavioural outbursts, potentially setting their minds on a gloomy course of chronic mental conflict. Early intervention teaches children coping, problem-solving, and emotion-regulation skills before behavioural patterns become ingrained in order to promote resilience and reduce risk. School-based interventions reduce stigma and increase support access and this makes it an ideal environment to promote mental health. 

Characteristics of Effective Early Intervention Programs

Research suggests some common traits across successful early intervention programs:

• Evidence-Based: Programs tested to show real results, grounded in behaviour and psychological theory, are most likely to achieve important outcomes.

• Early Identification: Programs use screening and assessment tools to identify students in need of support and put them on support-thereupon.

• Social-Emotional: The intervention must build social-emotional learning and emotional regulation.

• Family and Teacher Included: Families, teachers, and mental health professionals work closely to give an integrative approach.

1. PBIS: Positive Behavioural Interventions and Supports

What it is: PBIS is a multi-tiered framework that seeks to create a safe, predictable, and supportive environment in schools. Put in simpler terms, it protects a student against lame chidings for bad behaviour, teaches behavioural expectations, and rewards wanted behaviour to discourage unwanted behaviour and ultimately foster a positive climate.

How it works:

• Tier 1 goes to all children within a specific environment and guarantees that behaviour expectations are taught across the settings.
• Tier 2 is targeted support for students at risk for social skills groups or for the availability of mentoring.
• Tier 3 provides intensive, individualised interventions for students with significant behavioural needs..

Evidence: Research has indicated that schools where PBIS was implemented have fewer disciplinary referrals and higher levels of academic performance. (Bradshaw, Waasdorp, & Leaf, 2012)

Why it Works: PBIS, by creating consistency and cultivating a culture of belonging, allows students to understand behavioural expectations without ambiguity, freeing them from anxiety and aggression, which then offers opportunity for their emotional and social growth.

2. The Good Behaviour Game (GBG)

What is it: The Good Behaviour Game is a theory‑based classroom management technique stressing teamwork and responsibility. Using an approach developed in the 1960s, it has been utilised and adapted in a wide array of educational environments. 

How it Works: Students are split into teams, the teacher sets some rules of behaviour, and watches the class for behaviour conforming to the rules. Teams meeting the behavioural expectations are then rewarded with privileges. 

Evidence: Research has demonstrated some long-term benefits of the Good Behaviour Game, including less aggression, less disruptive behaviour, and less risk for psychiatric disorders during late adolescence.(Kellam et al., 2011)

Why it Works: GBG emphasises students holding each other accountable and collaborating. Because behaviour is a joint venture, students learn teamwork, self-regulation, and social-emotional competencies in an environment that supports them.

3. Social and Emotional Learning (SEL) Programs

What is it: Social-emotional learning focuses on equipping students with core competencies, including self-awareness, self-management, social-awareness, relationship skills, and responsible decision-making. 

How it Works: SEL is carried out mainly through various curriculum-based training programs, classroom activities, and teacher-facilitated discussions. Through the curriculum, children develop resilience while learning to recognise emotions and how to handle current issues.

Evidence: The research, published by the Collaborative for Academic, Social, and Emotional Learning (CASEL), indicated that students participating in SEL programs improved significantly in social behaviour, emotional well-being, and academic performance.(CASEL, 2025)

Why it Works: Social and emotional learning promotes emotional literacy and resilience, so students develop the inner tools to perceive and manage feelings while simultaneously gaining social-emotional sophistication.

4. Cognitive-Behavioural Intervention for Trauma in Schools (CBIT)

What Is It: A student-based program for children who have undergone trauma and its psychological ramifications, including anxiety and depression. 

How Does It Work: Using a manualized protocol, CBITS holds ten group therapy sessions plus individual intervention, psychoeducation for parents and teachers, and ongoing monitoring. Its goal is to alleviate trauma-related emotional and behavioural disturbances.

Evidence: A randomised controlled trial published in the Journal of the American Medical Association found significant decreases in symptomatology of PTSD and depression with CBITS when compared to children in standard care. (Stein et al., 2003)

Why It Works: Since CBITs help students to understand and work through trauma, it is especially good for children who have been exposed to violence or other adverse childhood experiences.

 5. The Incredible Years

What is it: The Incredible Years Programs are a series of interventions directed toward young children 3‑8 years of age, their teachers, and families to promote emotional and behavioural competencies.

How it Works: The Incredible Years includes parent training, teacher training in classroom management, and child training in social skills. Through this collaboration, aggression is reduced and emotional resilience is built.

Evidence: Incredible Years has been found by study to be effective in reducing behaviour problems and promoting social competences, along with increasing the efficacy of both parents and teachers, in various populations.(Arruabarrena, Rivas, Cañas, & De Paúl, 2021)

Why it Works: Incredible Years adopts a systemic approach, focusing not just on the child but on the adults and environments that shape their behaviour — hence, it is highly effective and sustainable.

6. Check‑In/Check‑Out (CICO)

What is it: CICO is a specialised intervention for students who require extra support beyond Tier 1 services. It holds students accountable and fosters connections with trusted adults.

How it Works: Students “check in” with a teacher or counsellor at the beginning of the day to go over the behavioural goals and “check out” in the afternoon to discuss how they did. The process makes sure that students continue to be cued, reinforced, and supported with feedback.

Evidence: According to studies, CICO has been shown to improve the behaviour and academic engagement of students at risk for emotional and behavioural disorders.(Sottilare & Blair, 2023)

Why it Works: CICO provides structure to adult support and frequent feedback and is, therefore, appropriate for students who need to be connected consistently in positive ways.

7. Mindfulness-Based Programs

What is it: Mindfulness-based interventions (MBIs) enable students to obtain awareness and emotional regulation. Mindfulness-based programs encompass teaching breathing exercises, techniques for focusing awareness, and methods to identify emotions.

How it Works: MBIs are offered through very brief lessons and exercises integrated within the structure of classroom activities. Students learn to recognise thoughts and feelings, so that they can respond with calm intention. 

Evidence: Research shows that these interventions decrease anxiety and aggression, and increase attention and emotional resilience. (Zhang, Lee, Mak, Ho, & Wong, 2021)

Why it Works: By encouraging nonjudgmental awareness of thoughts and feelings, mindfulness fosters emotional self-regulation and social behaviour.

Barriers to Implementation and Strategies to Overcome Them

Despite the demonstrated effectiveness of early intervention programs, challenges exist in their implementation. Common barriers include:

• Limited Training for Educators- Schools have to commit to training staff on an ongoing basis.

• Time Constraints- Interventions need to find their place amongst an already busy academic schedule.

• Resource Availability: Adequate staffing, materials, and administrative support are crucial to the implementation process.

Strategies to Overcome Barriers

• Constitute professional development and in-service staff training.

• Allow the delivery of interventions either during or outside existing curriculum time.

• Promote quality partnerships between families, communities, and mental health professionals. 

Conclusion

The early intervention in schools is beyond preventive; it is an investment in the future. PBIS, Good Behaviour Game, Social and Emotional Learning, CBITS, Incredible Years, CICO, and Mindfulness are programs that have been proven to lessen emotional and behavioural disorders and build resilience. With early identification and evidence-based intervention, schools should provide an environment of nurturing, where every child has the opportunity to succeed academically, emotionally, and socially. Early intervention is the key message to schools, teachers, parents, and mental health professionals, as this allows the young people to start building coping skills, understand themselves, and develop healthy relationships. It is a promotion of their lives for a lifetime of emotional well-being and success.

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FAQs

1. What are some of the evidence-based early intervention programs employed in school systems?

The common ones are Positive Behavioural Interventions and Supports (PBIS), The Good Behaviour Game (GBG), Social and Emotional Learning (SEL), Cognitive-Behavioural Intervention for Trauma in Schools (CBITS), The Incredible Years (IY), Check-In/Check-Out (CICO), and Mindfulness-Based Programs. They have all been implemented and evaluated extensively in in-school settings.

2. How do programs like PBIS and GBG prevent problem-wide behaviours?

PBIS focuses on teaching behavioural expectations, reinforcing desired behaviour, and creating a safe and orderly school environment. On the other hand, GBG generates cooperation and accountability by rewarding groups of students for adhering to rules, reducing aggression and disruptive behaviour.

3. What is Social and Emotional Learning, and what’s its significance?

SEL is a structured approach that teaches students key competencies such as self-awareness, emotion regulation, and responsible decision-making. It has been found to improve behaviour, emotional well-being, and academic achievement.

4. Are there programs for children subjected to trauma?

There is. Among them is the Cognitive Behavioural Intervention for Trauma in Schools, or CBITS, a program created to be implemented in schools for students exposed to trauma. It uses group therapy and skill-building exercises to reduce PTSD, depression, and anxiety, thereby being great for students with adverse childhood experiences. 

5. What role do families and teachers play in early intervention?

Families and teachers are vital ingredients for a successful early intervention program. The Incredible Years program offers training for parent and teacher classroom management in a balanced approach, ensuring consistent support for children both at school and at home.