Research School Network: The Power of People Planning for behaviour change during implementation

Implementation is a social process

The updated EEF Guidance Report on Implementation reinforces an important message: implementation is not simply a planning exercise, it is a social process. Interventions do not implement themselves – they depend on people to put them into practice.

​“Interventions don’t implement themselves – people do.”

Behaviour change is hard

Because implementation relies on people, it is largely about behaviour change. Changing behaviour is difficult at the best of times and becomes even more complex within large systems such as schools. Influencing the practice of one individual requires care and thought; embedding change across a whole organisation demands deliberate planning and sustained support.

​“Embedding change across a school requires more than good intentions.”

Training alone is rarely enough

Research consistently shows that information and training, while important, are rarely sufficient on their own. For example, we all know how important hand-hygiene is to our health, yet habits are often sub-optimal in this area, even within healthcare settings.

Studies examining how best to reinforce good hand-hygiene practices demonstrate that sustained behaviour change is more likely when education is combined with role models, social norms and attention to motivation. Even small changes in habit require more support than we often expect.

​“Even small changes in practice need more support than we assume.”


People prefer the familiar

People naturally tend to favour existing routines and practices. Research on organisational change suggests leaders are more successful when change is framed as improvement and continuity, rather than a sharp break from what has gone before. Introducing change in manageable stages, while retaining familiar elements, can help reduce anxiety and resistance.

​“Change is easier when it feels like improvement, not replacement.”

Using the COM‑B model to plan for change 

The COM‑B model offers a helpful way of understanding behaviour change. It highlights three key drivers:

- Capability – do people have the knowledge and skills to make the change? – Opportunity – do they have the time, resources and support to practise it? – Motivation – do they believe in the change and feel encouraged to adopt it?

​“Behaviour changes when capability, opportunity and motivation align.”

What this means for school leaders

In practice, successful implementation requires leaders to lay the groundwork, clearly communicate the ​‘why’, support and train staff, provide time and resources, and gently nudge behaviour over time.

​“Successful implementation is planned, supported and sustained.”

Reflection resource to support planning for change 

You can download this reflection sheet help you think through these elements and plan more effectively for change. We hope you find it useful. Please get in touch with any questions or feedback at research@​ndhs.​org.​uk.