Identifying and De-Implementing Low-Value Practices in Education: A Multi-Disciplinary Approach for District and School Leaders
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| Title: | Identifying and De-Implementing Low-Value Practices in Education: A Multi-Disciplinary Approach for District and School Leaders |
|---|---|
| Language: | English |
| Authors: | Kelly Farquharson (ORCID |
| Source: | Journal of School Leadership. 2026 36(3):298-320. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Educational Practices, Interdisciplinary Approach, School Districts, School Administration, Educational Change, Equal Education, General Education, Special Education, Models, Speech Language Pathology, Intervention, Student Behavior, Mental Health Programs, Eligibility, Barriers, Public Schools, Leadership |
| DOI: | 10.1177/10526846251384766 |
| ISSN: | 1052-6846 |
| Abstract: | De-implementation refers to a purposeful discontinuation of practices that are identified as "low-value", ineffective, or potentially harmful. De-implementation work has been predominantly featured in medical fields; however, education fields are beginning to examine how and why certain programs, curricula, and practices are used, including processes to identify low value practices. Crucially, this work is needed in both general and special education leadership, which is governed by federal laws and mandates but left to individual states to specify and operationalize. The result often includes variability in how states implement best practices, or school leaders and educators engaging in practices that are either untested, ineffective, or potentially harmful. In the present article, we provide an overview of de-implementation frameworks and low-value practices. We then provide specific examples from different types of practices used in school (e.g., behavioral, mental health, and speech-language assessment and intervention). The long-term goal of this work is to support district and school leadership in the de-implementation of low-value practices and to aid in the empowerment of education practitioners and equitable educational services for all children. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502312 |
| Database: | ERIC |
| Abstract: | De-implementation refers to a purposeful discontinuation of practices that are identified as "low-value", ineffective, or potentially harmful. De-implementation work has been predominantly featured in medical fields; however, education fields are beginning to examine how and why certain programs, curricula, and practices are used, including processes to identify low value practices. Crucially, this work is needed in both general and special education leadership, which is governed by federal laws and mandates but left to individual states to specify and operationalize. The result often includes variability in how states implement best practices, or school leaders and educators engaging in practices that are either untested, ineffective, or potentially harmful. In the present article, we provide an overview of de-implementation frameworks and low-value practices. We then provide specific examples from different types of practices used in school (e.g., behavioral, mental health, and speech-language assessment and intervention). The long-term goal of this work is to support district and school leadership in the de-implementation of low-value practices and to aid in the empowerment of education practitioners and equitable educational services for all children. |
|---|---|
| ISSN: | 1052-6846 |
| DOI: | 10.1177/10526846251384766 |
