Neisha Sundaram, Oliver Lloyd-Houldey, Semina Michalopoulou, Steven Hope, Joanna Sturgess, Elizabeth Allen, Rosa Legood, Stephen Scott, Lee D Hudson, Dasha Nicholls, Deborah Christie, Russell M Viner, Chris Bonell
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We adapted LT to develop Learning Together for Mental Health (LTMH) with a new menu of evidence-based actions to address mental health and an enhanced SEL curriculum.</p><p><strong>Methods: </strong>We undertook a feasibility study of LTMH, a whole-school intervention featuring needs assessment, student and staff participation in decision-making via action groups selecting actions from an evidence-based menu, restorative practice, and a SEL and resilience skills curriculum between 2022 and 2023. This article examines the feasibility, acceptability, and potential mechanisms of LTMH, qualitatively, drawing on interviews and focus groups with 49 students in years 8 and 10, and 20 staff across four state secondary schools in southern England.</p><p><strong>Results: </strong>The intervention was feasible and acceptable to implement. In terms of feasibility, the SEL curriculum was the most challenging to implement and was not prioritised by schools that had existing social and emotional learning lessons. Training and external facilitation were well-rated. Some schools struggled with the resourcing and workload implications of implementing actions from the evidence-based menu. Some aspects were not clear. Some staff were not aware that the various components worked together. Needs reports were not easy to understand for all. Students were generally supportive of restorative practice and SEL lessons. Data supported a potential mechanism involving increased school belonging and developing practical knowledge and skills to manage emotions and relationships. The intervention has little potential for harm.</p><p><strong>Conclusions: </strong>The intervention is ready for phase III trial with minor adaptations. 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引用次数: 0
摘要
背景：尽管青少年心理健康问题的发生率很高，但很少有有效的全校干预措施来解决这一问题。全校干预为促进心理健康提供了一种可行且可持续的方法。我们之前评估了 "共同学习"（LT）干预措施，该措施在预防欺凌（主要结果）、促进心理健康、心理功能和减少药物使用（次要结果）方面效果显著。我们对 "一起学习促进心理健康"（LTMH）进行了调整，开发了一个新的循证行动菜单，以解决心理健康问题，并加强了 SEL 课程：我们对 LTMH 进行了可行性研究，这是一项全校干预措施，其特点包括需求评估、学生和教职员工通过行动小组参与决策，从循证菜单中选择行动、恢复性实践以及 2022 年至 2023 年期间的 SEL 和抗逆技能课程。本文通过对英格兰南部四所公立中学 8 年级和 10 年级的 49 名学生以及 20 名教职员工进行访谈和焦点小组讨论，对 LTMH 的可行性、可接受性和潜在机制进行了定性研究：结果：干预措施是可行的，也是可以接受的。就可行性而言，社会和情感学习课程的实施最具挑战性，而且现有社会和情感学习课程的学校并不优先考虑该课程。培训和外部协助得到了很好的评价。一些学校对实施循证菜单中的行动所涉及的资源和工作量问题感到棘手。有些方面还不清楚。一些教职员工没有意识到各个组成部分是相互配合的。需求报告对所有人来说都不容易理解。学生普遍支持恢复性实践和 SEL 课程。数据支持一种潜在的机制，即增加对学校的归属感，发展管理情绪和人际关系的实用知 识和技能。该干预措施造成伤害的可能性很小：结论：该干预措施稍作调整就可以进行第三阶段试验。试验注册：ISRCTN15301591 https://doi.org/10.1186/ISRCTN15301591.
Qualitative study of the feasibility and acceptability of implementation, and potential mechanisms of Learning Together for Mental Health, a whole-school intervention aiming to promote mental health and wellbeing in secondary schools.
Background: Despite high rates of adolescent mental-health problems, there are few effective whole-school interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health. We previously evaluated the Learning Together (LT) intervention which was effective in preventing bullying (primary outcome), promoting mental well-being, psychological functioning, and reducing substance use (secondary outcomes). We adapted LT to develop Learning Together for Mental Health (LTMH) with a new menu of evidence-based actions to address mental health and an enhanced SEL curriculum.
Methods: We undertook a feasibility study of LTMH, a whole-school intervention featuring needs assessment, student and staff participation in decision-making via action groups selecting actions from an evidence-based menu, restorative practice, and a SEL and resilience skills curriculum between 2022 and 2023. This article examines the feasibility, acceptability, and potential mechanisms of LTMH, qualitatively, drawing on interviews and focus groups with 49 students in years 8 and 10, and 20 staff across four state secondary schools in southern England.
Results: The intervention was feasible and acceptable to implement. In terms of feasibility, the SEL curriculum was the most challenging to implement and was not prioritised by schools that had existing social and emotional learning lessons. Training and external facilitation were well-rated. Some schools struggled with the resourcing and workload implications of implementing actions from the evidence-based menu. Some aspects were not clear. Some staff were not aware that the various components worked together. Needs reports were not easy to understand for all. Students were generally supportive of restorative practice and SEL lessons. Data supported a potential mechanism involving increased school belonging and developing practical knowledge and skills to manage emotions and relationships. The intervention has little potential for harm.
Conclusions: The intervention is ready for phase III trial with minor adaptations. A phase III trial of effectiveness is justified.
期刊介绍：
Pilot and Feasibility Studies encompasses all aspects of the design, conduct and reporting of pilot and feasibility studies in biomedicine. The journal publishes research articles that are intended to directly influence future clinical trials or large scale observational studies, as well as protocols, commentaries and methodology articles. The journal also ensures that the results of all well-conducted, peer-reviewed, pilot and feasibility studies are published, regardless of outcome or significance of findings. Pilot and feasibility studies are increasingly conducted prior to a full randomized controlled trial. However, these studies often lack clear objectives, many remain unpublished, and there is confusion over the meanings of the words “pilot” and “feasibility”. Pilot and Feasibility Studies provides a forum for discussion around this key aspect of the scientific process, and seeks to ensure that these studies are published, so as to complete the publication thread for clinical research.
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