From Initiative Fatigue to Sustainable Change

Walk into almost any international school today, and you’ll hear a familiar story: a new initiative rolls out with energy and optimism, only to lose momentum months later. Whether it’s a fresh curriculum framework, a new assessment policy, or a shiny new learning platform, international educators know the cycle all too well — Big announcement. Training day. Quiet fade-out.

Why does this happen so often, especially in international schools that pride themselves on innovation and global best practices?

One part of the answer lies not in the quality of the initiatives themselves, but in how they are implemented. And that’s where a growing field called Implementation Science can help.

Why International Schools Struggle with Sustained Change

International schools are unique ecosystems. Transient student bodies, diverse faculty backgrounds, varying accreditation demands, and shifting leadership teams make consistent, long-term change a real challenge (Dolby & Rahman, 2008; Hayden & Thompson, 2008). Unlike national systems, no centralized ministry ensures fidelity to reforms, meaning schools must rely on their own leadership and structures to see initiatives through.

Often, initiatives are launched with enthusiasm but without enough attention to the process of implementation itself. Research shows that even the most evidence-based practices (EBPs) can fail if they are not supported by clear structures, leadership, and monitoring (Fixsen et al., 2005; Century & Cassata, 2016).

For international educators, this reality can feel frustrating: how many times have you invested energy into a new approach, only to see it quietly abandoned after a year or two?

What Is Implementation Science?

Implementation Science is the study of how to adopt, embed, and sustain evidence-based practices in real-world settings (Fixsen et al., 2005; Lewis, 2015). Instead of focusing only on what works, it asks:

How do we make sure practices are adopted consistently?
What support structures do teachers and leaders need?
How do we adapt initiatives to fit different cultural contexts without losing their effectiveness?

In other words, Implementation Science recognizes that success isn’t just about choosing the right strategy. It’s about building systems that help good strategies stick.

Frameworks like the EPIS model (Exploration, Preparation, Implementation, Sustainment) guide schools through the life cycle of an initiative, while tools like the School Implementation Leadership Scale (SILS) measure leadership behaviors that support sustainable change (Aarons et al., 2011; Lyon et al., 2022).

Why This Matters for Teachers

While Implementation Science may sound like something for leaders and policymakers, it deeply affects teachers' daily lives.

When implementation is weak, teachers are left…

• without ongoing training or coaching
• without clear goals or progress monitoring
• without a sense of ownership over initiatives
• without clarity about why the change matters

This leads to what researchers call “initiative fatigue” — the burnout that comes from facing wave after wave of new projects without meaningful support (Lewis, 2015). 

But when implementation is strong, teachers experience…

• clear communication about goals and expectations
• consistent professional development tailored to real needs
• opportunities to adapt practices meaningfully to their students and contexts
• a shared sense of ownership and success

Strong implementation empowers teachers, improves student outcomes, and creates the conditions for lasting school improvement (Cassata & Century, 2016).

Building a Better Path Forward

So, what can international schools do differently? Research points to a few clear strategies:

1. Leadership matters: Leaders who are proactive, supportive, knowledgeable, and perseverant make a measurable difference in whether practices stick (Lyon et al., 2022).
2. Professional development must be ongoing: One-time workshops aren't enough. Teachers need coaching, collaboration, and reflection opportunities embedded into the school year.
3. Context matters: International schools must adapt initiatives thoughtfully to their cultural and regulatory contexts while preserving core elements that make the practice effective (Gupta, 2016).
4. Feedback loops are critical: Schools should systematically gather feedback from teachers and students to monitor implementation and make necessary adjustments (Reinke et al., 2014).

When schools commit not just to adopting new ideas, but to building structures that support change, teachers thrive, and so do students.

Invitation to Participate: Help Shape the Future of Implementation in International Schools

As part of my doctoral degree, I’m currently studying leadership competencies for evidence-based practice implementation in international schools. If you’re an international educator, whether you’re a classroom teacher or a leader, your insights are invaluable.

If you would like to contribute to this important research, you can participate by completing a brief anonymous survey here.

References

Aarons, Gregory A., Ehrhart, Mark G., and Farahnak, Lauren R. “The Implementation Leadership Scale (ILS): Development of a Brief Measure of Unit-Level Implementation Leadership.” Implementation Science, vol. 9, 2014, p. 45.

Century, Jeanne, and Amy Cassata. “Implementation Research and Education.” Review of Research in Education, vol. 40, 2016, pp. 171–199.

Fixsen, Dean L., et al. Implementation Research: A Synthesis of the Literature. University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network, 2005.

Gupta, Shweta S., et al. “Understanding Change and Implementation: How Leaders Can Support Inclusion.” Journal of Educational Change, vol. 17, no. 2, 2016, pp. 175–199.

Lewis, Catherine. “What Is Improvement Science? Do We Need It in Education?” Educational Researcher, vol. 44, no. 1, 2015, pp. 54–61, https://doi.org/10.3102/0013189X15570388.

Lyon, Aaron R., et al. “Development and Validation of the School Implementation Leadership Scale (SILS).” Implementation Science, vol. 17, 2022, p. 12, https://doi.org/10.1186/s13012-022-01148-x.

Melnyk, Bernadette Mazurek, and Ellen Fineout-Overholt. “Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice.” The American Journal of Nursing, vol. 111, no. 1, 2011, pp. 51–53.