Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th‐, 7th, and 8th‐grade students randomly assigned to either a MI (n = 50) or a waitlist control condition (n = 53). Students in the MI condition participated in a single MI session during the 7th or 8th week of the second semester. In comparison to the control group, students who received MI demonstrated significant improvements in their class participation, overall positive academic behavior, and significantly higher 4th quarter math grades. Thus, consistent with other studies finding single session effects of MI, a single MI session can have beneficial effects on academic behaviors. Pending further study and replication of these findings, MI could become an efficient and effective new counseling approach for improving academic performance.

Motivational interviewing (MI) is brief therapy originally designed to motivate adults to change risky or dysfunctional behavior. There is a push to use MI with middle and high school students; however, current research focuses on MI with families or teachers or to support program fidelity. In one of the few randomized studies, Strait et al. (2012) found one MI session produced statistically significant changes in middle school students’ math grades and self‐reported positive academic behavior. This study replicates Strait et al.'s study by using the exact MI protocol and similar data collection methods. In this study, 49 students were randomly assigned to either an MI (n = 25) or control (n = 24) group. As with the original MI study, there was a positive main effect on math grades. Effect sizes on academic behavioral outcomes were also similar. Independent replication, mechanisms of action research, and better understanding of why the effects are concentrated on math grades are needed.

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Faith-based organizations (FBOs) are increasingly involved in providing a range of services in communities and research indicates that such involvement will increase in the future. However, like other types of organizations, FBOs generally have been slow to embrace evidence-based practices (EBPs)-those that have scientific evidence of being beneficial. We contend that incorporating EBPs into both new and existing FBOs' service programs can enhance their effectiveness. In this paper, we discuss several relevant issues when implementing EBPs within FBO service. In this discussion we briefly explore FBO service provision, public policy to increase funding for FBO service, criteria for EBPs, and provide some considerations for future applications of EBPs within FBOs.