Table 2.

Summary of main themes.

Main Theme	Sub-themes	Key Points
Structure and content of the classroom-based CBT	Types of teaching	Hands-on activities preferred.
	Useful aspects of the programme	Useful aspects of the programme were highlighted, e.g., sessions on resolving conflict, recognising body signals, and problem solving.
	Number of sessions	Shorter faster-paced programme would have been preferred.
Delivery	Quality of delivery	Variable. Experience, confidence, reliance on scripts, and teacher engagement were important.
	Classroom management	Teachers and facilitators found this challenging and were unsure of their roles.
	Rapport with young people	Success in achieving this was variable, particularly where classes did not have the same facilitators throughout the programme.
Flexibility and differentiation	Age	The classroom-based CBT used (RAP) seemed to be more appropriate for Year 8 than older year groups.
	Involvement of teachers	Teachers wanted more flexibility and involvement in development of the classroom-based CBT.
Sustainability	Resources	Cost and time involved meant classroom-based CBT would not be sustainable in current form
	Future use of the programme	Teachers generally felt they could deliver the programme alone with the right training, although they would be most likely to adapt it and select some parts only.
Implementation in the school context	Value of PSHE	PSHE was perceived to be undervalued and under-resourced.
	Busy school environment	Insufficient lead in time, communication within schools, lack of time for contact between teachers and facilitators, were problematic.