Evidence map›Paper›PMID 39548539›Full record

ArticlePilot and feasibility studies2024

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.

Neisha Sundaram, Oliver Lloyd-Houldey, Semina Michalopoulou, Steven Hope, Joanna Sturgess, Elizabeth Allen, Rosa Legood, Stephen Scott, Lee D Hudson, Dasha Nicholls and 3 more

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Article in Pilot and feasibility studies, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Neisha SundaramDepartment of Public Health, Environments and Society, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, UK. neisha.sundaram@lshtm.ac.uk.ORCID http://orcid.org/0000-0003-4159-9518
Oliver Lloyd-HouldeyPopulation Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London, WC1N 1EH, UK.
Semina MichalopoulouPopulation Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London, WC1N 1EH, UK.
Steven HopePopulation Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London, WC1N 1EH, UK.
Joanna SturgessDepartment of Medical Statistics, London School of Hygiene & Tropical Medicine, Keppel Street, London, WC1E 7HT, UK.
Elizabeth AllenDepartment of Medical Statistics, London School of Hygiene & Tropical Medicine, Keppel Street, London, WC1E 7HT, UK.
Rosa LegoodDepartment of Health Services Research and Policy, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, UK.
Stephen ScottInstitute of Psychiatry, Psychology and Neuroscience, Kings's College London, London, SE5 8AF, UK.
Lee D HudsonPopulation Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London, WC1N 1EH, UK.
Dasha NichollsDivision of Psychiatry, Imperial College London, 2nd Floor Commonwealth Building, Du Cane Road, London, W12 0NN, UK.
Deborah ChristieDepartment of Behavioural Science and Health, University College London, Institute of Epidemiology and Health Care, Gower Street, London, WC1E 6BT, UK.
Russell M VinerPopulation Policy and Practice Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, 30 Guilford Street, London, WC1N 1EH, UK.
Chris BonellDepartment of Public Health, Environments and Society, London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, UK.

Funding

National Institute for Health and Care Research NIHR131594
6 · The paper itself

Abstract

backgroundDespite 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.

methodsWe 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.

resultsThe 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.

conclusionsThe intervention is ready for phase III trial with minor adaptations. A phase III trial of effectiveness is justified.

trial registrationISRCTN15301591 https://doi.org/10.1186/ISRCTN15301591.

Indexed as

AdolescentMental healthRestorative practiceSchoolsWhole-school intervention

Identifiers

PMID39548539
PMCPMC11566735

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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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.