Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial.
epidemiology
public health
statistics & research methods
Journal
BMJ open
ISSN: 2044-6055
Titre abrégé: BMJ Open
Pays: England
ID NLM: 101552874
Informations de publication
Date de publication:
15 05 2020
15 05 2020
Historique:
entrez:
17
5
2020
pubmed:
18
5
2020
medline:
20
4
2021
Statut:
epublish
Résumé
We have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of 'Learning Together', an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum. To conduct post hoc theory-driven analyses of broader impacts. Cluster randomised trial. 40 state secondary schools in southern England. Students aged 11/12 years at baseline. Student self-reported measures at 24 and 36 months of: cyberbullying victimisation and perpetration; observations of other students perpetrating aggressive behaviours at school; own perpetration of aggressive behaviours in and outside school; perceived lack of safety at school; participation in school disciplinary procedures; truancy and e-cigarette use. We found evidence of multiple impacts on other health (reduced e-cigarette use, cyberbullying perpetration, perpetration of aggressive behaviours) and educational (reduced participation in school disciplinary procedures and truancy) outcomes. These analyses suggested that the intervention was effective in bringing about a broader range of beneficial outcomes, adding to the evidence that the intervention is a promising approach to promote adolescent health via an intervention that is attractive to schools. ISRCTN10751359.
Sections du résumé
BACKGROUND
We have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of 'Learning Together', an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum.
OBJECTIVES
To conduct post hoc theory-driven analyses of broader impacts.
DESIGN
Cluster randomised trial.
SETTINGS
40 state secondary schools in southern England.
PARTICIPANTS
Students aged 11/12 years at baseline.
OUTCOMES
Student self-reported measures at 24 and 36 months of: cyberbullying victimisation and perpetration; observations of other students perpetrating aggressive behaviours at school; own perpetration of aggressive behaviours in and outside school; perceived lack of safety at school; participation in school disciplinary procedures; truancy and e-cigarette use.
RESULTS
We found evidence of multiple impacts on other health (reduced e-cigarette use, cyberbullying perpetration, perpetration of aggressive behaviours) and educational (reduced participation in school disciplinary procedures and truancy) outcomes.
CONCLUSION
These analyses suggested that the intervention was effective in bringing about a broader range of beneficial outcomes, adding to the evidence that the intervention is a promising approach to promote adolescent health via an intervention that is attractive to schools.
TRIAL REGISTRATION NUMBER
ISRCTN10751359.
Identifiants
pubmed: 32414817
pii: bmjopen-2019-031589
doi: 10.1136/bmjopen-2019-031589
pmc: PMC7232400
doi:
Banques de données
ISRCTN
['ISRCTN10751359']
Types de publication
Journal Article
Randomized Controlled Trial
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e031589Subventions
Organisme : Department of Health
ID : 12/153/60
Pays : United Kingdom
Informations de copyright
© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY. Published by BMJ.
Déclaration de conflit d'intérêts
Competing interests: None declared.
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