Rethinking Response to Intervention at Middle and High School: An Article from School Psychology Review

In this insightful commentary, the authors explore the challenges and potential of response to intervention (RTI) strategies specifically tailored for middle and high school settings. They emphasize the importance of adapting RTI to meet the diverse needs of older students, recognizing that their academic and emotional landscapes differ significantly from those of younger learners.

Fuchs, Fuchs, and Compton delve into various approaches that can enhance the effectiveness of RTI, offering practical recommendations for educators and school psychologists. They highlight the significance of collaboration among stakeholders, including teachers, administrators, and families, to create a cohesive support system for students struggling academically.

The discussion also touches on the role of data-driven decision-making in refining intervention practices. By fostering a culture of continuous improvement and responsiveness, schools can better equip themselves to address learning challenges, ultimately promoting greater student success and engagement.