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. 2023 May 26;24(5):999–1010. doi: 10.1007/s11121-023-01550-0

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© The Author(s) 2023

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 1 — Flow diagram of the two-arm matched cluster-randomized controlled trial. Note. ^aIn total, 6 teachers in the intervention group failed to attend the ICC-T training (reasons: annual leave [2], maternity leave [3], sickness [1]). Those teachers who failed to attend the ICC-T training appeared for the follow-up assessment. ^bAt follow-up, 25 teachers (14%; 8 from intervention schools) did not participate in the assessment (reasons: school transfer [4], end of tenure [6], sickness [7], maternity leave [6], school-unrelated duties [2]). Teachers or students dropping out after baseline assessment and teachers or students participating at follow-up did not significantly differ in the outcome variables at baseline (ps > .05). ^cAt follow-up, 74 students (8%; 30 from intervention school) did not participate in assessment (reasons: school transfer [3], truancy [40], sickness [29], pregnancy [2])