Baker‐Henningham 2019.

Study characteristics
Methods	Study design: cluster‐RCT Duration of study: not specified Country: Jamaica Income classification: upper‐middle‐income country between 2014 (year of ethical approval)‐2019 (year of publication) Geographical scope: urban (inner‐city areas of Kingston) Healthcare setting: schools
Participants	1. Age: intervention group 39.5 (10.9), control group 43.2 (10.2) years 2. Gender: 100% of teachers were females. 3. Socioeconomic background: not specified 4. Educational background: 100% of teachers completed high school. Inclusion criteria: Schools were the principal, and all grade 1 teachers consented to participate in the trial. Exclusion criteria: Schools that: a. were attached to a teacher‐training college; b. had competitive entry; and/or c. had teachers who had participated in at least three rounds of a previous study. Note: at baseline, the intervention and control group scores for the Center for Epidemiologic Studies Depression Scale (CES‐D) were, respectively, (median, range) 9.0 (0 to 46) and 8.0 (0 to 48). Stated purpose: to investigate the effect of a school‐based violence prevention programme implemented in grade 1 classrooms in Jamaican primary schools
Interventions	Name: violence prevention Title/name of PW and number: facilitators (2) 1. Selection: the junior facilitator was supervised by the senior facilitator, who supported her in the classroom once a month and met fortnightly to discuss the progress made by each teacher. 2. Educational background: not specified 3. Training: the two facilitators were trained and supported by the Principal Investigator. 4. Supervision: weekly supervision meetings 5. Incentives/remuneration: not specified Prevention type: universal – all participants were eligible for inclusion (all grade 1 teachers in the school), and their baseline scores for CES‐D were well below the cutoff for the measure. Intervention details: the intervention involved training grade 1 teachers in selected core content from the IRIE Classroom Toolbox. The selected content focused primarily on the use of positive and proactive strategies to promote children’s positive behavior and prevent negative behaviour (e.g. use of praise, teaching classroom rules). The key concepts introduced were (1) teaching rules and routines, (2) using praise in the classroom and paying attention to positive behaviour, (3) being proactive to prevent child behaviour problems, (4) promoting children's social‐emotional competence, (5) interactive storybook reading and (6) promoting children’s active participation in teaching and learning activities. Control: usual care
Outcomes	Participants’ outcomes of interest for this review Distress/PTSD symptoms – Teacher Burnout Scale Note: CES‐D data were not included; it was not yet available in the right format. Carers’ outcomes of interest for this review Nil Economic outcomes Nil Time points: baseline, post‐intervention (< 1 month)
Notes	Source of funding: this research was funded by GRAND CHALLENGES CANADA (Global Mental Health Stream), grant number 0592‐04. Notes on validation of instruments (screening and outcomes): Teacher Burnout Scale by Richmond 2001 was assessed through principal component factor analysis in this study. Additional information: none Handling the data: not applicable Prospective trial registration number: ISCTRN94883310