School‐improvement initiatives are implemented with admirable goals, often requiring substantial human and material resources. However, many fail to be sustainable beyond short‐term funding cycles or the enthusiasm of local initiators. Typically, implementation and improvement are viewed linearly and as static end‐products that fail to consider that schools are complex adaptive systems (CAS) that are continuously and recursively challenged with change. To investigate sustainable school‐improvement within CAS, we used PRISMA‐SR guidelines to conduct a scoping review of peer‐reviewed journal articles extracted from six databases using keywords synonymous with ‘complex or adaptive system’, ‘sustain’, ‘school’ and ‘initiative’. The search process yielded 1146 articles but only 16 of those articles met our inclusion/exclusion criteria that specified that authors present an integrated view of sustainable implementation in schools conceptualised as CAS. Within the selected 16 articles, key components for sustainability in schools described as CAS included access to adequate funding and resources, engagement and involvement of stakeholders, the ability of stakeholders to adapt to change, formation of collaborative partnerships, and the development of supportive policies and procedures. Some important issues arose, such as the tendency of the ‘whole school approach’ to be reduced to information dissemination activities that do not adequately deal with components of complex systems, and the increasing recognition that older implementation models that seek ‘institutionalisation’ fail to appreciate that sustainability is a process, not an end goal. This scoping review highlights the need to recognise the complexity and adaptivity of school systems for successful and sustained implementation of school‐improvement initiatives.

中文翻译：

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复杂适应系统中的可持续学校改进：范围审查

学校改善计划的实现目标令人钦佩，通常需要大量的人力和物力。但是，除了短期融资周期或当地发起人的热情之外，许多人无法持续。通常，实施和改进被线性地看做是静态的最终产品，不能认为学校是复杂的自适应系统（CAS），不断受到变化的递归挑战。为了调查CAS内的可持续学校改进，我们使用PRISMA SR指南对使用六个词的“复杂或适应性系统”，“维持”，“学校”的同义词对从六个数据库中摘录的经过同行评审的期刊文章进行范围审查。'和'主动'。搜索过程中产生了1146篇文章，但其中只有16篇符合我们的纳入/排除标准，该标准指定作者对概念化为CAS的学校提出可持续实施的综合观点。在所选的16篇文章中，被称为CAS的学校可持续发展的关键组成部分包括获得足够的资金和资源，利益相关者的参与和参与，利益相关者适应变化的能力，建立合作伙伴关系以及制定支持性政策和措施。程序。出现了一些重要的问题，例如将“全校方式”简化为无法充分处理复杂系统组成部分的信息传播活动的趋势，越来越多的人意识到寻求“制度化”的较旧的实施模型无法理解可持续性是一个过程，而不是最终目标。这份范围审查的重点在于，需要认识到学校系统的复杂性和适应性，才能成功并持续地实施学校改善计划。