Reframing failure: lessons from educational leaders facilitating multi-tiered systems of support

Purpose This paper explores the failure experiences of educational leaders facilitating the implementation of multi-tiered systems of support (MTSS) for student mental health. By examining these leaders’ involvement within a professional learning network (PLN), this study highlights how failure can lead to iterative learning and improved school interventions. Design/methodology/approach The study employs a qualitative approach, using semi-structured interviews with 19 participants, including system leaders, school leaders and health professionals. Data were analyzed according to a inductive–deductive approach, drawing from the integrated Promoting Action on Research Implementation in Health Services framework and Edmondson’s Spectrum of Reasons for Failure. Findings Educational leaders encountered failure in two primary areas: process inadequacy and task challenge. Failures included fragmented implementation of mental health interventions, lack of coherent data infrastructure and challenges in providing consistent support across diverse contexts, particularly in rural areas. Failure experiences were linked to the complexity of facilitating multi-tiered interventions and navigating systemic constraints. Originality/value This study reframes failure as a potentially generative element in the facilitation of MTSS. It finds that PLNs can serve as a platform for educational leaders to collectively learn from failures. Educational leaders and policymakers could use the findings to inform the implementation and evaluation approaches used for MTSS. In particular, PLNs can be leveraged to foster collaboration and adaptive leadership practices, enabling leaders to develop more effective mental health interventions for students.