Huang 2017.

Study characteristics
Methods	Study design: cluster‐RCT Duration of study: the study was conducted in 2013‐2014. Country: Uganda Income classification: low‐income country in 2013‐2014 Geographical scope: urban, Kampala Healthcare setting: 10 schools in Kampala (5 matched pairs on the number of teachers and students)
Participants	1. Age: between 4 and 8 years of age or nursery to third grade 2. Gender: both 3. Socioeconomic background: 35.1% of caregivers reported food insecurity. 4. Educational background: 46.1% of caregivers had a secondary or higher education. Inclusion criteria: a. early childhood teachers (serving students between 4 and 8 years of age or nursery to third grade) from participating schools interested in participating; b. children and families selected by the teachers from the classes for outcome assessment. Exclusion criteria: not specified. Note: at baseline, the intervention and control group scores for the Pediatric Symptom Checklist (PPSC) ranged from 0.96 to 1.3 (internalizing) and 0.97 to 1.04 (externalizing). Stated purpose: investigated the implementation quality and effectiveness of one component of an evidence‐based intervention from a developed country (USA) in a low‐income country (Uganda)
Interventions	Name: ParentCorps Title/name of PW and number: teachers (number not specified) 1. Selection: early childhood teachers (serving students between 4 and 8 years of age or nursery to third grade) from participating schools 2. Educational background: not specified 3. Training: during the ParentCorps FUNdamentals, which lasted 5 days, teachers were asked to reflect on their assumptions about students and families and to connect those assumptions to their current practices and capacity to help children succeed. Within this context of reflection about values and goals, teachers also learned a set of evidence‐based practices to choose from that are consistent with their own values that will enable them to meet goals for themselves and the students in their classrooms. Additional 13 weekly group sessions, named ParentsCorp Coaching (1 to 1.5 hours), were planned at the school to help teachers use evidence‐based practices effectively in the classroom. This was conducted by trained mental health professionals. 4. Supervision: fidelity was assessed through a number of outcome measures. 5. Incentives/remuneration: because the training was provided during non‐school days and outside the school, each teacher received funds (i.e. US$50) to compensate for travel and time. Prevention type: universal – all students were eligible for inclusion, and their baseline scores for the Pediatric Symptom Checklist (PPSC) were well below the cut‐off for the measure. The intervention as defined as “early childhood mental health promotion” in the study. Intervention details: early school teachers who were trained over 5 days by 10 Ugandan mental health professionals who spent 10 days in the US where they received training at the ParentCorps Academy. Teachers’ training included large‐group experiential training and small‐group coaching to introduce and support a range of evidence‐based practices to create nurturing and predictable classroom experiences. Control: waiting list
Outcomes	Participants’outcomes of interest for this review Depressive symptoms – PPSC Psychological functioning and impairment – PPSC, externalizing symptoms as proxy Social outcomes – Social Competence Scale Carers’ outcomes of interest for this review Nil Economic outcomes Nil Time points: baseline, post‐intervention (1‐6 months)
Notes	Source of funding: this study was funded by the National Institutes of Health (R21MH097115‐01A1). Notes on validation of instruments (screening and outcomes): all outcomes were checked for their psychometric properties during the study. Additional information: none Handling the data: not applicable Prospective trial registration number: not reported