Evidence map›Paper›PMID 30473366›Full record

Trial reportLancet (London, England)2018

Effects of the Learning Together intervention on bullying and aggression in English secondary schools (INCLUSIVE): a cluster randomised controlled trial.

Chris Bonell, Elizabeth Allen, Emily Warren, Jennifer McGowan, Leonardo Bevilacqua, Farah Jamal, Rosa Legood, Meg Wiggins, Charles Opondo, Anne Mathiot and 8 more

Open access · hybridAbstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Lancet (London, England), 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 84 papers, 13 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
84citing papers in PubMed, 13 pooled it
37.1field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

84 citing papers in PubMed, 13 syntheses or guidelines pooled it, 283 citations in OpenAlex.

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  8. Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review.International journal of environmental research and public health · 2021
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  15. The Impact of Restorative Practices on the Use of Out-of-School Suspensions: Results from a Cluster Randomized Controlled Trial.Prevention science : the official journal of the Society for Prevention Research · 2023
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24 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

18 authors at 5 institutions in 2 countries.

Chris BonellLondon School of Hygiene & Tropical Medicine, London, UK. Electronic address: chris.bonell@lshtm.ac.uk.
Elizabeth AllenLondon School of Hygiene & Tropical Medicine, London, UK.
Emily WarrenLondon School of Hygiene & Tropical Medicine, London, UK.
Jennifer McGowanUniversity College London Great Ormond St Institute of Child Health, London, UK.
Leonardo BevilacquaUniversity College London Great Ormond St Institute of Child Health, London, UK.
Farah JamalUniversity College London Institute of Education, London, UK.
Rosa LegoodLondon School of Hygiene & Tropical Medicine, London, UK.
Meg WigginsUniversity College London Institute of Education, London, UK.
Charles OpondoLondon School of Hygiene & Tropical Medicine, London, UK.
Anne MathiotUniversity College London Great Ormond St Institute of Child Health, London, UK.
Jo SturgessLondon School of Hygiene & Tropical Medicine, London, UK.
Adam FletcherCardiff University, Cardiff, UK.
Zia SadiqueLondon School of Hygiene & Tropical Medicine, London, UK.
Diana ElbourneLondon School of Hygiene & Tropical Medicine, London, UK; Victoria University, Melbourne, VIC, Australia.
Deborah ChristieUniversity College London Hospitals NHS Trust, London, UK.
Lyndal BondVictoria University, Melbourne, VIC, Australia.
Stephen ScottInstitute of Psychiatry Psychology & Neurology, London, UK.
Russell M VinerUniversity College London Great Ormond St Institute of Child Health, London, UK. Electronic address: r.viner@ucl.ac.uk.
London School of Hygiene & Tropical Medicine · GBUniversity College London · GBCardiff University · GBPsychiatry Research Trust · GBVictoria University · AU

Funding

Department of Health 12/153/60
6 · The paper itself

Abstract

backgroundBullying, aggression, and violence among children and young people are some of the most consequential public mental health problems. We tested the Learning Together intervention, which involved students in efforts to modify their school environment using restorative practice and by developing social and emotional skills.

methodsWe did a cluster randomised trial, with economic and process evaluations, of the Learning Together intervention compared with standard practice (controls) over 3 years in secondary schools in south-east England. Learning Together consisted of staff training in restorative practice; convening and facilitating a school action group; and a student social and emotional skills curriculum. Primary outcomes were self-reported experience of bullying victimisation (Gatehouse Bullying Scale; GBS) and perpetration of aggression (Edinburgh Study of Youth Transitions and Crime (ESYTC) school misbehaviour subscale) measured at 36 months. We analysed data using intention-to-treat longitudinal mixed-effects models. This trial was registered with the ISRCTN registry (10751359).

findingsWe included 40 schools (20 in each group); no schools withdrew. 6667 (93·6%) of 7121 students participated at baseline and 5960 (83·3%) of 7154 at 36 months. Mean GBS bullying score at 36 months was 0·34 (SE 0·02) in the control group versus 0·29 (SE 0·02) in the intervention group, with a significant adjusted mean difference (-0·03, 95% CI -0·06 to -0·001; adjusted effect size -0·08). Mean ESYTC score at 36 months was 4·33 (SE 0·20) in the control group versus 4·04 (0·21) in the intervention group, with no evidence of a difference between groups (adjusted difference -0·13, 95% CI -0·43 to 0·18; adjusted effect size -0·03). Costs were an additional £58 per pupil in intervention schools than in control schools.

interpretationLearning Together had small but significant effects on bullying, which could be important for public health, but no effect on aggression. Interventions to promote student health by modifying the whole-school environment are likely to be one of the most feasible and efficient ways of addressing closely related risk and health outcomes in children and young people.

fundingNational Institute for Health Research, Educational Endowment Foundation.

Indexed as

Adolescent BehaviorSocial LearningAdolescentAggressionBullyingChildCurriculumEmotionsEnglandFemaleHumansMaleSchoolsSocial SkillsSocial SupportStudents

Identifiers

PMID30473366
PMCPMC6286420
OpenAlexW2901066280

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.