Critical thinking is just one skill crucial to evidence based practice in healthcare and education, write Jonathan Sharples and colleagues, who see exciting opportunities for cross sector collaboration

Teach people to think critically about claims and comparisons using these concepts, urge Andrew D. Oxman and an alliance of 24 researchers -they will make better decisions. A child holds a sign protesting against genetically modified crops during a demonstration in Bulgaria.VASSIL DONEV/EPA/SHUTTERSTOCK 1 5 A U G U S T 2 0 1 9 | V O L 5 7 2 | N A T U R E | 3 0 3 COMMENT © 2 0 1 9 S p r i n g e r N a t u r e L i m i t e d . A l l r i g h t s r e s e r v e d .

This paper reports on a ‘proof-of-concept’ for evidence-informed practice, whereby schools are provided with tailored support in accessing research evidence and help in implementing evidencebased approaches. Two aspects of intermediary brokerage are explored: a) creating tailored summary materials for schools, based on education research, and b) developing an iterative process of engagement, whereby leadership teams interact with this information and relate it to practice. The model supports an emerging view of research use as a dynamic and social process, which is enhanced by supportive interactions between research providers and users.

School-based programmes developed to promote social and emotional wellbeing aims to reduce the risk of academic failure and other negative outcomes, such as antisocial behaviour and mental health problems. This article maps the British political trajectory from understanding the importance of social and emotional well-being, to delivering programmes in schools that enhance it. It summarises the outcomes of a selective review of effective school-based interventions and draws out lessons for policy and practice regarding choice and implementation of programmes. Amongst universal and targeted evidence-based interventions, multi-modal/component approaches appear useful in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains unsuccessful and there is a lack of cost-effectiveness or cost-benefit analyses surrounding effective programmes. Despite these drawbacks there is a greater understanding of what constitutes 'evidence' and how it can facilitate policy-makers' selection process when identifying a promising or effective programmes. There is a need to address ongoing outcome and process evaluation, and delivery and resource factors in order to ensure fidelity in programme implementation, and replication of positive outcomes.

Strategies that encourage direct linkage and exchange between researchers and practitioners are more likely to support changes in educational practice informed by research evidence. Nevertheless, significant challenges remain in linking effectiveness education research to real-world practice: addressing the knowing–doing gap. The paper describes and evaluates an enquiry with a small network of three primary schools to demonstrate a ‘proof-of-concept’ for evidence-informed practice. The enquiry evaluated the effectiveness of a five-stage process of engagement with proven programmes and practices as a management tool for school leaders to address their schools’ improvement agendas. The paper reports on the change process in each school over a one year period and the enablers and constraints associated with the concept of evidence-based practice as a driver for change in teaching and learning. The paper discusses the contribution the enquiry makes to a theory of learning where practitioners and researchers are equal partners in the learning process, and the relevance of this to managing school improvement through research use.