Fabbri 2021.

Study characteristics
Methods	Study design: cluster‐RCT Duration of study: the study was conducted in 2018‐2021. Country: Tanzania Income classification: low‐income country in 2018 Geographical scope: Nyarugusu refugee camp Healthcare setting: schools
Participants	1. Age: 43% were 11‐14, 30% were younger than 10, 22% were 15‐20, 3% were 21 or older. 2. Gender: both 3. Socioeconomic background: not specified 4. Educational background: Most were in primary grades. Inclusion criteria—schools: all 27 primary and secondary schools in Nyarugusu refugee camp in Tanzania. Inclusion criteria—students: all students who can speak Kirundi or Swahili and are capable of providing assent. Inclusion criteria—teachers: all teachers who can speak Kirundi or Swahili and who are capable of providing informed consent. Exclusion criteria: none reported. Note: at baseline, the total sample scores for the Mood and Feelings Questionnaire (MFQ) were 3.8 (4.7). Stated purpose: to assess if EmpaTeach intervention could reduce physical violence from teachers to students in Nyarugusu refugee camp, Tanzania
Interventions	Name: EmpaTeach Title/name of PW and number: teachers 1. Selection: teachers acting as group co‐ordinators were selected based upon suggestions by their collogues, no expression of supportive views towards the use of harsh discipline, with proficient facilitation skills. 2. Educational background: not specified 3. Training: teachers followed the EmpaTeach self‐guided teacher training intervention; group co‐ordinators received a 3‐day training on facilitation skill‐building, the programme content. 4. Supervision: not specified 5. Incentives/remuneration: neither teachers nor group received any form of payment for their participation in the intervention. Prevention type: selective—participants were included if they attended schools in the refugee camp. They presented with some level of distress as indicated by MFQ scores that were well below the cut‐off for the measure. All students attending all schools in the refugee camp were eligible to be participants, 8.8% reported baseline levels of depression above the cut‐off. Intervention details: the EmpaTeach intervention is a behaviourally informed, self‐guided teacher training intervention designed to reduce and prevent teachers’ use of corporal punishment in the classroom. Group sessions were conducted by facilitators and co‐ordinators in a face‐to‐face fashion with a group of 3 to 15 teachers. The content of the intervention focused on empathy‐building exercises and on group work to learn and practice self‐regulation techniques, strategies to promote well‐being, positive disciplinary methods, and classroom management strategies. The intervention was based on a booklet developed specifically to self‐guide teachers through each of the 12 sessions in the programme. The intervention supported teachers in creating action plans for change for responding to students’ positive and negative behaviours and reflecting on future actions when they would encounter problems. Control: waiting list
Outcomes	Participants’outcomes of interest for this review Depressive symptoms – MFQ Carers’ outcomes of interest for this review Nil Economic outcomes Nil Time points: baseline, post‐intervention (1‐6 months, 7‐24 months)
Notes	Source of funding: the research was supported by funding from an anonymous donor to the International Rescue Committee and by a research grant by MRC/DfID/NIHR MR/S023860/1 to KD at the London School of Hygiene and Tropical Medicine. Notes on validation of instruments (screening and outcomes): all instruments adopted had been widely used and validated in international settings. Items were translated to Kiswahili and Kirundi, cognitively tested and adapted when needed. Additional information: none Handling the data: not applicable Prospective trial registration number: NCT03745573