Table 1. Human-centered Design (HCD) activities, descriptions, and outputs.

HCD Activities	Description of Activities and Associated Steps	Outputs
Phase 1–90 participants representing 45 schools
Brainstorming and Affinity Clustering	1. Participants individually brainstormed ideas in response to the first prompt and wrote as many ideas as they could think of on post-it notes, capturing one idea per post-it note. 2. The facilitator guided the participants in “Affinity Clustering,” in which the participants read their ideas from the post-it notes aloud and placed them on the wall in clusters based on perceived similarities and differences. 3. This process continued until all participants shared all their ideas. 4. The facilitator guided the group in a discussion to generate a summative label for each cluster, by asking probing questions (e.g., What do these items have in common? What would you call this cluster to summarize its contents?). 5. The facilitator guided the participants in a discussion to draw comparisons and identify potential relationships between clusters and items in clusters. The facilitator drew arrows and wrote notes to illustrate the relationships described by participants.	• Exhaustive list of related ideas that address the research question • Cluster names of key issues/themes related to the research question • Description of relationships between key themes
Phase 2–50 participants representing 50 schools
Synthesis Presentation	1. The facilitator shared a brief presentation reminding participants of the original brainstorming and affinity clustering activity and explained the methods to those who were not in attendance in phase 1 (e.g., there were 5 new schools added between phase 1 and phase 2).	• Overview presentation of initial findings
Visualize the Vote	1. The clusters identified in phase 1 were written on flipchart paper and posted around the conference room for “Visualize the Vote.” Each flipchart had three labeled spaces for participating principals to post their vote to depending on if they had seen that impact in their school. The three options were: “Have seen,” “Have not seen,” “Don’t know.” 2. The participants completed a “gallery walk” to review and vote on each cluster (Fig 1). 3. The facilitator led the group in a discussion to provide participants an opportunity to share reflections about the clusters of ideas that they have seen in their schools. Given the large number of participants, the discussion focused on clusters that had the most, observable “have seen” votes. The facilitator asked principals to provide explanations for clusters impacted by CSE program. 4. After three (at most) principals had shared their thoughts, the facilitator moved on to discussing the next cluster. 5. Finally, the facilitator asked principals to reflect individually on which impact of the program is most important to them. Participants were asked to reflect silently for 30 seconds. 6. The principles were then asked to move across the room to stand next to the cluster they deemed as most important.	• Tally of the number of schools in which the cluster themes are experienced. • Identification of priority areas by principals for targeting CSE efforts.