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An intervention is a targeted, evidence-based strategy designed to improve a specific academic or behavioral skill.

Changing or adding instruction to address learning or behavior difficulties

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Students who struggle with academic skills, behavior management, or social-emotional development, including those with learning disabilities (e.g., dyslexia, ADHD) or behavioral challenges.

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1. Working with a small group of students three times per week to increase their accuracy in completing math computation problems.

2. Implementing a study skills intervention with a small group of students will help them learn study skills they may not have but need to succeed academically.

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This website breaks down the concepts of interventions and how to design effective ones!

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'Intervention'. If you work in a school, you're likely to hear the term used innumerable times a day. Now an intrinsic part of school life, interventions in education allow teachers and teaching assistants to address any gaps in a child's progress or attainment. Once a need has been identified, effective interventions can then be used to overcome any barriers in the child's learning.

In this article, we'll overview the main types of interventions in education. We'll then look at a range of strategies and practical examples that you can use when planning effective interventions for your students.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching session, which is a deviation away from existing teaching practice. Interventions in schools can be one-to-one, or delivered as a group. The aims of the programme will have been carefully created by a teacher or teaching assistant based on a key area of need. For example, inference in reading, or units of time in maths. Interventions should be delivered alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is displaying concerning behaviour, and is falling behind academically, so each intervention needs to address each individual's specific areas of need.

As a result, some interventions are targeted, and are put in place to address a certain weakness. These interventions are likely to be more formally monitored in order to track the child's progress, whereas other interventions are more flexible, and adjust according to the changing needs of the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let's take a look at the most commonly used intervention strategies:

Behavioural Interventions

Collaborative Interventions

One-to-One Interventions

Classroom-Based Interventions

Social, Emotional and Wellbeing Interventions

Peer Tutoring

Metacognition and Self-Regulation

Homework

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a key area. They can also see the demonstrable impact of their practice, and share it with the child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But behavioural interventions can help to address low-level behaviour, and, as a result, build relationships in the classroom, therefore improving the teaching and learning experience for the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing interventions can help to build a child's self-worth, as well as their academic understanding. Equally, interventions often take place in a nurturing, safe environment, which can positively contribute to students' overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you wish to achieve. The outcome you decide upon should ideally be monitorable, so that you can demonstrate the impact of the programme. At this stage, it may also be worth discussing any previous interventions you've used in order to unpick their success rates. If we prioritise interventions within the teaching and learning policy, then they're more likely to have a sustainable impact.

Work with a colleague to consider:

What will we be doing?

Why are we doing it?

How will we implement the intervention?

Will we be able to monitor the process, and if so, how?

And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the provision in your school. What can you realistically offer? Who will deliver the session? Where? At what point in the day?

When you've addressed any logistical barriers, strategic planning will then be needed to address any challenges you may face. For example, staff may need to increase their knowledge and understanding prior to delivering a particular intervention. Keeping staff motivated and enthused will be crucial in the programme's success. Additionally, a potential challenge may be that children are involved in too many interventions, which may simply lead to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline assessment, so staff can effectively monitor the child's outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on progress and target setting. And finally, when it comes to assessing outcomes, ensure you have collected tangible evidence of the intervention's impact. This could be an increased reading age, or a journal created by the child, reflecting their increased understanding of strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the practice with the rest of the school, and consider whether the programme could be rolled out across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching assistant might then work with those particular children to spend time consolidating their knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen students' knowledge and understanding of a poet's techniques and language use.

A teacher's ability to identify early areas of need within the classroom can prevent any learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

Particularly important when working with Primary aged students, it is vital to grab their attention and make the learning experience memorable. You might consider getting outside and using the natural environment to practise symmetry, or use drama to analyse characters in fiction. For secondary aged students, it's also important to make it engaging, and be sure to make the purpose of the intervention clear to them, so that they can really see how it will benefit them.

In order for the students to make links between key concepts and subject areas, try and link the content to wider class learning. Consider liaising frequently with the class teacher to ensure that the content aligns with the learning objectives which are being covered with the rest of the class and try to use similar case studies or examples to those which they plan to teach.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out of a creative subject they love and excel in, in order to make progress in a subject they find challenging.

4. Personalise the sessions

Every student is unique. They all have differing areas of need, and different skills and talents. As a result, when planning an intervention, try and tap into what it is that will really spark their interest and keep them motivated.

5. Consider staff wellbeing

It is vital that staff feel supported in delivering their interventions, so check in with them frequently and show an interest in the progress they are making. They must be offered adequate training for the role, and they must be given enough time to effectively plan their sessions. The interventions should also be carefully planned into their timetables so that they are balanced and manageable, for example, staff may find a full day of back to back interventions quite overwhelming so if it is possible, try to space them out.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out where your skills and interests would be best placed when matching staff to both subject areas and individual students. It may be that a teaching assistant has a degree in a certain subject, and would feel particularly comfortable delivering interventions in that area, so make the most of those situations!
Creating an intervention in school can seem challenging. But if the programme is created in a structured and strategic manner, the chances of it being successful are much higher. Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme is the child. Effective interventions help today's young people navigate whatever challenges they may face, and your role can be crucial in helping them to reach smoother seas.
Further Resources:

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Effective Interventions in Education: Types and Examples

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Interventions in education help to address any gaps in a child's progress or attainment. We look at a range of strategies and practical examples here.

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Explicit Instruction (HLP #16) – Teachers provide clear, direct, structured instruction to help students develop specific skills. For example, in a reading intervention, a teacher might model how to decode words using phonics strategies and then guide students through practice with immediate feedback. https://highleveragepractices.org/hlp-16-use-explicit-instruction

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Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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This video introduces and defines high-leverage practice (HLP) 16 and demonstrates four key components of this HLP through video exemplars from in-service practitioners. The four key components highlighted in this video are the importance of using a logical sequence with lessons, providing clear models and explanations of content, providing multiple opportunities to respond and give appropriate feedback, and providing a range of examples and nonexamples to highlight the content being taught.

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Differentiation involves adjusting instruction to meet the learning needs by modifying content, process, product, or learning environment.

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Accommodations change how students access information or demonstrate learning without altering curriculum expectations.

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Adaptations refer to adjustments in teaching methods, materials, or assessments to help students access the curriculum.

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Modifications involve altering curriculum expectations to meet a student’s individual learning needs.

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SDI refers to individualized instruction designed to meet the unique needs of a student with a disability, as specified in an IEP.

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All students benefit, especially those with diverse learning styles, English learners, gifted students, and students with disabilities.

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This can apply to any student, whether you have visibility or even students who don't have the correct tools to complete the task.

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Students with physical, sensory, or cognitive disabilities who require changes in how content is presented.

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Students with significant cognitive disabilities who require individualized curriculum changes.

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Students receiving special education services under IDEA.

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1. Providing tiered assignments based on skill level.

2. Offering choice boards for students to demonstrate learning in different ways.

3. Using flexible grouping for peer collaboration.

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1. Enlarged text for students with visual impairments.

2. Providing step-by-step written directions for students with processing difficulties.

3. Using visual schedules for students with autism.

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Individual or small group, demonstrating/modeling, visual cues, use of manipulatives, pre-teaching, graphic organizers

Highlighting material, note-taking assistance, notes provided by teacher, calculator, computer, word processor, Braille, and/or large print

Directions are given in small, sequential steps, copying from a book

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The presentation of the curriculum is modified using a specialized curriculum written at a lower level of understanding.

Materials are adapted; texts are simplified by modifying the content areas— simplifying vocabulary, concepts, and principles.

Grading is subject to standards different from general education, such as being based on IEP goals.

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1. Direct instruction in phonemic awareness for a student with dyslexia.

2. Social skills training for a student with autism.

3. Teaching self-regulation strategies to a student with ADHD.

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This article shows you the differentiation process and includes activities you can use to get involved.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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This article provides an overview of accommodations and practical examples for educators. It explains that accommodations help students access the general curriculum without changing learning expectations, such as extended time on tests or audiobooks.

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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This article outlines various ways educators can adjust instruction to meet diverse student needs. It categorizes adaptations into nine types: size, time, level of support, input, output, difficulty, participation, alternate goals, and substitute curriculum.

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There are so many different ways to adapt and modify a lesson or activity to make it appropriate for your students. As teachers, we often fall into a rut where we find our favorite adaptations and stick with them. It is fine to have favorites, but it is also important to look at the big ...

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Modifications alter learning expectations or content, such as simplifying assignments or using alternative grading. The article includes a list of common accommodations and modifications, helping teachers, parents, and caregivers understand how to support diverse learners effectively.

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Common accommodations and modifications in school

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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The article highlights essential components of SDI, such as instructional strategies, progress monitoring, and adjustments to ensure students access and engage with the curriculum effectively. It also guides educators on implementing SDI and collaborating with other professionals to support student success.

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It addresses their Individualized Education Program (IEP) goals; accounts for their disability; provides modifications or adaptations to content; and encourages access to the general education curriculum.

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Flexible Grouping (HLP #17) – Teachers adjust student groupings based on skill level, learning style, or instructional needs. For example, in a reading lesson, students might be grouped by comprehension level, with one group receiving guided reading support while another works on independent analysis.

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Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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This video provides an overview of the background and rationale for high-leverage practice (HLP) 17 and demonstrates three key components of this HLP through video exemplars from real classrooms. The first key component is that groups should be highly structured and include clear directives.

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

# data[].attributes.subject
High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

# data[].attributes.body
Provide scaffolded supports (HLP#15)- Teachers use visual, verbal, and written supports tailored to students' needs and adjust them based on students' performance. These supports are flexible, evaluated for effectiveness, and gradually removed as students learn to work independently.

# data[].attributes.attachment_link.readable_text
Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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Scaffolded supports are provided to students that are either pre-planned or provided "on the spot" and then faded and/or removed once they are not needed. A teacher, or team of teachers use data to make decisions about when the scaffolds need to be removed or kept in place.

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Systematically design instruction toward a specific learning goal (HLP#12)- focuses on designing instruction with a clear learning goal in mind. They plan carefully, considering the learning goals and necessary steps to achieve them while adjusting pacing and examples based on student performance. This approach ensures that each lesson supports students in developing the foundational concepts and skills needed for more complex learning.

# data[].attributes.attachment_link.readable_text
Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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HLP #12: Systematically Design Instruction Toward a Specific Learning Goal

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This video provides a definition, background, and rationale for high-leverage practice (HLP) 12 and demonstrates three key components of this HLP through video exemplars from in-service practitioners. The three key components highlighted in this video are the importance of setting specific and measurable learning goals for students, organizing and sequencing lessons logically, and supporting students in organizing new knowledge by providing scaffolds and structures for learning.

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

# data[].attributes.subject
High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Adapt curriculum tasks and materials for specific learning goals (HLP#13)- Involves adapting curriculum tasks and materials to meet specific learning goals for each student. Teachers assess individual needs and modify tasks by selecting appropriate materials, using relevant technology, and making adjustments such as highlighting key information or simplifying tasks. They strategically decide on essential content, ensure tasks are meaningful for students, and set clear criteria for success to help students achieve their goals.

# data[].attributes.attachment_link.readable_text
Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

# data[].attributes.attachment_link.description
Introduction and definition of each HLP Brief review of the research Several brief videos of general education and special education teachers implementing the practice What the videos are: A resource to augment training/professional learning A demonstration of HLP practice across degrees of intensity A portrayal of teachers' implementation of an

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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High-leverage practices (HLPs) and/or evidence-based practices (EBPs)

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Use assistive and instructional technologies(HLP#19)- Using assistive and instructional technologies to support students with disabilities. Teachers are responsible for selecting and implementing tools like augmentative communication devices and other tech products to enhance learning and independence.