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    Researcher Giel Ton's work aids evaluation of development impact.
    This implies research to detect outcomes that change in response to a project or a programme, and explore for the conditions that contributed to the realisation of these effects. However, these projects and programmes are always context-dependent. Each ‘effectiveness’ study, has specific characteristics that make their impact ‘unique’, which limits the usefulness of their findings to the outside world – the so-called ‘external validity’.

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    Vlog about evidence for interventions that work
    Howard White sums up evidence available showing which interventions are effective for improving child literacy and learning. He points out the great need for programs that work, especially in developing countries. The video builds upon a blog article he wrote called "How effective are community and home-based education interventions?"

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  • John Westbrook Memorial Fund

    Support Knowledge Translation and Implementation
    John Westbrook was a leading disability researcher who was active in promoting the use of evidence. His bequest to the Campbell Collaboration to support our work in the area of knowledge translation has been used to create the John Westbrook Memorial Fund.This fund will support the John Westbrook Prize which is awarded annually in recognition of outstanding contributions to knowledge translation (KT), and the dissemination and implementation of evidence.

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  • Global Evidence and Implementation Summit 2018

    Submit your abstract now!
    The Global Evidence and Implementation Summit (GEIS) 2018 is a global, cross-sector event with the theme "Evidence, synthesis and implementation: creating impact for stronger communities around the world". Submit an abstract under one of these sub-themes: Understanding what works; Achieving scale and sustainability; Methods for impact and implementation evaluation and synthesis; Using evidence for better policy, programs and practice; National and global cooperation and partnerships. Join us in Melbourne, 22-24 October.

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Featured Review

School-based interventions for reducing disciplinary school exclusion by Sara Valdebenito, Manuel Eisner, David P. Farrington, Maria M. Ttofi, Alex Sutherland.

School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students’ misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). 

School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs. Interventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries. 

What is this review about?

This Campbell systematic review examines the impact of interventions to reduce exclusion from school. The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK.

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