Abstract
School-based educational interventions have garnered significant attention due to their economic and developmental benefits. However, challenges and solutions for conducting intervention research in school settings, specifically when the intervention is delivered by school staff, remain underexplored. This paper aims to provide detailed guidance and recommendations for conducting school-delivered intervention research. An existing intervention development framework is described and adapted to the current context, and the Block Construction Skills for Mathematics (BLOCS) study is used as a case study to illustrate these processes and address the unique challenges encountered in school environments. The BLOCS study was conducted in primary schools in the United Kingdom and involved 7-to-8-year-olds and teachers. Insights were gathered from the research team's experiences, observations of the study's implementation and interviews with participating teachers, to identify challenges and develop practical solutions. The translation of research into practice is discussed, focusing on the development and evaluation of educational interventions. Specific challenges identified include logistical constraints, maintaining fidelity to the intervention, and fostering collaboration between researchers and school staff. Strategies to address these challenges were developed. The findings underscore the importance of flexible, adaptive approaches in conducting intervention research within schools. Practical recommendations are provided to guide researchers in overcoming common obstacles, ultimately supporting the successful implementation of educational interventions and enhancing their impact on students' development.