Document Type

Article

Publication Date

2-19-2026

Publication Title

Australasian Journal of Special and Inclusive Education

Pages

1-14

Publisher Name

Cambridge University Press

Abstract

School reformers have inundated staff with numerous improvement efforts in recent years. These efforts include multi-tiered systems of support (MTSS) that involve early, preventative interventions. Educators, already burdened with heavy workloads, may feel frustrated by the lack of time to implement MTSS approaches. Researchers suggest that time-use studies could help educators better understand and optimize their use of temporal resources. However, no time-study research has specifically addressed school MTSS leadership teams. This research involved developing a time-use study process to support leadership teams in gathering and reflecting on time-use data to improve MTSS implementation. Researchers gathered educators’ recommendations from four participants using focus group methodology for time-use study codes, data collection, and reporting protocols. Participants emphasized the need for a clear purpose, efficient data collection, and staff motivation to ensure meaningful participation. Implementing time-use studies following these recommendations may help MTSS team members to improve their effectiveness, efficiency, and sense of wellbeing.

Comments

Author Posting © The Author(s), 2026. This article is posted here by permission of Cambridge University Press for personal use and non-commercial redistribution. This article was published open access in the Australasian Journal of Special and Inclusive Education, pp.1-14, (February 2026), https://doi.org/10.1017/jsi.2026.10012.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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