Conversations with Young Researchers

What is your role in the MTSS-K project?
I am a special educator involved in the MTSS-K project, where I take on multiple roles. I actively participate in two main working groups: the Literacy Working Group and the Instruments for Teachers Working Group.

Within the Literacy Working Group, I contribute to the development of assessment tools used to collect data on pupils’ performance and progress in emergent literacy. I am also involved in designing intervention plans and lessons for both Tier 1 and Tier 2 support. Additionally, I participated in creating storybooks and reading materials for kindergarten activities, as well as in defining data-use strategies to help identify pupils who require additional support or Tier 2 interventions.

In the Instruments for Teachers Working Group, I actively contribute to the development of teacher questionnaires aimed at gathering data on instructional practices, teachers’ perceptions of the interventions, and the social validity of the overall approach.

I also serve as a coach within the RCT3 teacher group. In this role, I conduct regular classroom visits to ensure fidelity of intervention implementation. I support teachers by providing guidance during implementation, completing observation grids, co-teaching when needed, and offering practical advice to improve outcomes.

What sparked your interest in early education research?
I have always been interested in ensuring high-quality, evidence-based teaching to help prevent more significant challenges in primary school – challenges that can affect a pupil’s entire educational journey. I strongly believe that every child can be supported in reaching their full potential and achieving academic success without being held back by early difficulties.

I also view kindergarten as a critical stage in formally preparing children for their future schooling experience. It is not only a time for developing social competencies and language skills, but also a foundational period that sets the stage for all subsequent learning.

My research project focuses on teachers’ use of data to identify pupils at risk and to define appropriate intervention objectives. As this is not yet common practice in kindergarten settings, the study aims to evaluate teachers’ perceptions and the social validity of these data-driven practices. I would like to examine how teachers experience collecting, interpreting, and using data for pedagogical decision-making. Teachers’ contributions will help improve the tools developed for this purpose and refine the procedures designed to support and ensure effective data practices.

What do you value most about being part of MTSS-K?
Being part of the MTSS-K project has been the most valuable professional experience of my career so far. It has provided me with the opportunity to collaborate within multidisciplinary teams, learn from diverse professional perspectives, and gain a deeper understanding of educational challenges across Europe.

Through this experience, I have also developed insight into the complexities of implementing large-scale interventions across multiple countries. It has allowed me to build strong professional relationships, participate in international conferences, contribute to publications, and further develop my skills in research and evidence-based practices.

One of the most enriching aspects of this experience has been engaging in true collaboration between researchers and educational practitioners. Working through the challenges of such an ambitious project has strengthened my teamwork, communication, and negotiation skills. It has also taught me the importance of valuing diverse perspectives and making collective decisions in a complex, large-scale context.

What impact do you hope MTSS-K will have on schools and education systems?

I hope that MTSS-K will have a real impact on schools by helping teachers move toward more evidence-based and proactive practices. For me, one of the most important aspects is the early identification of pupils who need more attention, being able to detect difficulties at an early stage, and support pupils before these challenges become more complex and affect their whole school journey.

As for the teachers, I hope MTSS-K will make them feel more confident in using data, adapting their teaching, and implementing evidence-based interventions in an effective way. I believe this can really support more inclusive classrooms where each pupil can progress at their own pace. Finally, I hope MTSS-K will contribute to building a stronger connection between researchers and teaching professionals and encourage more collaboration between them.

What is your role in the MTSS-K project?
In the MTSS project, I contribute to the three meta-analyses on Literacy, Numeracy, and Social-Emotional-Behaviour. Under Professor Pellegrini’s supervision, I select eligible studies, code study features and outcomes, translate assessment tools into Italian, administer them in preschools, conduct additional manual searches, and support dissemination through scientific publications.

What sparked your interest in early education research?
My interest in early education research grew from my background as a qualified primary teacher and my curiosity toward evidence-based approaches. Since schooling can often become self-referential, I see research as essential to reducing the gap between everyday educational practice and scientifically grounded knowledge.

What do you value most about being part of MTSS-K?
What I value most about being part of MTSS K is the opportunity to engage in structured and meaningful exchange with colleagues from various European countries. Although identifying shared lines of action has at times been challenging, this diversity is precisely what enriches the collaboration: it allows us to deepen our understanding of different national curricula and to foster a productive exchange of knowledge across educational systems.

What impact do you hope MTSS-K will have on schools and education systems? I hope that the MTSS K model will contribute to making European education systems more inclusive by promoting an instructional framework designed to strengthen the foundational skills of all students, with no one left behind. By supporting schools in implementing evidence based practices and structured multi tiered support, MTSS K has the potential to enhance equity, improve learning outcomes, and foster greater coherence across diverse educational contexts.

What is your role in the MTSS-K project?
I contribute to the MTSS-K project through two working groups: the family intervention group within RCT3 and the numeracy group, where I take part in designing the interventions. I also work as a coach in Belgium, providing teachers with ongoing, hands-on support to ensure they fully understand the training and can implement the project in their classrooms. This includes answering questions and offering concrete, practical guidance during implementation.

What sparked your interest in early education research?
My interest in early education research comes directly from my experience as a preschool and primary school teacher. I became increasingly interested in understanding why some children progress differently in early mathematics and how to identify the most appropriate support for each learner to help them develop over time. This led me to teach future teachers and work across four countries, where I saw the value of approaches like MTSS and strong school–family collaboration in supporting individual learning needs.

What do you value most about being part of MTSS-K?
The most important thing I value about being part of MTSS-K is the opportunity to collaborate with researchers and practitioners from different countries and backgrounds. This international exchange enriches my own practice and helps me step outside my usual perspective, constantly challenging and refining my thinking. I also value the strong link between research and practice, especially the focus on adapting support to individual learners in early mathematics and strengthening school–family collaboration in meaningful, practical ways.

What impact do you hope MTSS-K will have on schools and education systems? The MTSS-K project can help schools and education systems become more responsive and inclusive by ensuring that support is better tailored to students’ diverse needs. I hope it will strengthen teachers’ ability to identify and respond to early difficulties in mathematics, while also encouraging closer collaboration between schools and families. More broadly, I hope the project will help show that effective support cannot follow a one-size-fits-all approach, but needs to be continuous, flexible and evidence-based.