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

• Main Authors: Matthew Dodd, Leonardo Bevilacqua, Jennifer McGowan, Joanna Sturgess, Emily Warren, Elizabeth Allen, Charles Opondo, Christopher Bonell, Diana Elbourne
• Format: Article
• Language: English
• Published: BMJ Publishing Group 2020-05-01
• Series: BMJ Open
• Online Access: https://bmjopen.bmj.com/content/10/5/e031589.full

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.