ArticleJournal of adolescence2026
Qualitative Process Evaluation of a School-Based Group Intervention (DISCOVER) for Depression and Anxiety for Older Adolescents.
Article in Journal of adolescence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
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.
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Who cites it
2 citing papers in PubMed.
- Qualitative Process Evaluation of a School-Based Group Intervention (DISCOVER) for Depression and Anxiety for Older Adolescents.Journal of adolescence · 2026Article
- Do all adolescents benefit equally from school-based mental health interventions? A subgroup analysis by depression severity at 12 and 18 months follow-up.Frontiers in psychiatry · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
introductionDISCOVER is a Cognitive Behavioural Therapy based intervention for anxiety and depression in 16-18-year-olds delivered in schools, shown to be clinically and cost-effective by the Brief Educational workshops in Secondary Schools Trial (BESST). DISCOVER comprises pre-workshop 1:1 meeting, a group workshop, and 1:1 follow-up phone call. A qualitative process evaluation investigated intervention delivery and outcome generation within BESST.
methodsThematic analysis of interviews with an ethnically diverse sample of male and female students (n = 22) and focus groups with DISCOVER practitioners (n = 21) in 4 English regions.
resultsPractitioners valued the pre-workshop student meetings and workshop materials. However, they felt uncomfortable with the scripted delivery, and found delivery of all content difficult in the time available. Time constraints and variable adherence to follow-up phone calls limited provision of goal-attainment support. Students preferred relatable, interactive workshop elements more than didactic teaching. They found group discussions 'normalising', but often reported fatigue by the workshop end. Some reported beneficial use of thought challenging, mindfulness and sleep hygiene techniques, particularly during exams, but reported variable experience of follow-up calls. The DISCOVER app was rarely accessed. Male and female students provided similar accounts.
conclusionsStudents valued DISCOVER and perceived it as effective. Practitioners expressed support for implementation in routine practice. Findings suggest enhanced effectiveness may be achieved by (a) reviewing the parameters for modification of scripted material; (b) streamlined delivery of workshop content, and (c) enhancing support for goal-attainment by providing extra practitioner training and using more digital and telecommunication resources to boost student engagement.
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Registered trials
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