Social norms are informal, shared rules that dictate people’s behavior, influenced by social expectations and potential consequences. Teachers' social norms can influence their willingness to adopt evidence-based practices (EBP) in schools. Although previous research has shown that social norms affect teachers’ behavior with decision-making and prioritization of tasks, less is known about how these norms impact successful implementation of EBP. Understanding how social norms affect teachers’ ability to adopt EBP in the classroom is important in understanding the barriers and facilitators in the school environment, which can in turn guide more effective implementation strategies. These strategies are crucial, as these planned approaches help to promote the adoption and integration of EBP into school settings through training, support, and other resources. This study investigates the relationship between teachers’ perceptions of social norms and their fidelity in implementing EBP. Data were drawn from a larger randomized control trial. Perceptions of social norms were collected via self-report surveys from 324 teachers and observed fidelity was collected via trained school personnel from 39 observers across 25 schools. In future analyses, we will examine the relationship between teachers’ perceived social norms and observed fidelity through Pearson’s correlation coefficient using data from timepoint 7, collected two months post-training. Successful EBP implementation can benefit both the teacher and the overall school environment, which in turn may contribute to positive student outcomes. Findings will contribute to the understanding of how social norms influence EBP implementation in school settings.

The fidelity of evidence-based practices (EBPs) for social-emotional learning in education is influenced by the attitudes of teachers. Teachers who believe an EBP is valuable are more likely to follow its guidelines and implement it as intended. However, the impact of years of teaching experience on these attitudes remains unclear. While experienced teachers may resist EBPs in favor of familiar methods, others may be more flexible and willing to use their experience to implement EBPs effectively. Experience may also foster positive attitudes towards EBPs as teachers feel more confident in their ability to implement them. To address the gap in understanding how years of experience influence teacher attitudes and EBP fidelity, this study will explore the role of experience as a moderator. Data were collected from a larger randomized control trial with a sample of 276 K-8 teachers from 46 elementary schools. This study focuses on three timepoints: 4, 7, and 9 months after training on Positive Greetings at the Door (PGD), an EBP designed for all students. At each timepoint, teachers completed online surveys, and their attitudes were measured using the Evidence-Based Practice Attitudes Scale (EBPAS). Fidelity of PGD delivery was assessed through observations of teachers by trained school personnel. Pearson’s correlation will be conducted to examine the relationship between teacher attitudes and PGD fidelity, while multiple regression analyses will assess how years of teaching experience moderates this relationship. The findings will provide insight into factors that may act as facilitators or barriers to EBP delivery, particularly implications for addressing barriers through selection and tailoring strategies used to improve integration of EBPs, as well as developing teacher training to support high EBP fidelity in schools.