Table 2.

Exploring pre-hypothesised moderators of Learning Together (LT)

Context (moderator)	Enables or constraints mechanisms:	Outcome	Data collection
School already aiming to erode staff-student boundaries	Implementation of actions to change school boundaries	Hypothesised intermediate outcomes: Students engage in learning with high aspirations; more students connect to school and avoid risk; more students develop life skills; more students form trusting relations	School policy and practice survey. Fidelity and staff acceptability data
School already aiming to erode staff-staff boundaries	Implementation of actions to change school boundaries		School policy and practice survey. Fidelity and staff acceptability data
School already aiming to erode boundaries between academic and broader development	Implementation of actions to change school boundaries	Hypothesised primary and secondary outcomes: Reduced bullying and aggression; improved quality of live and emotional and mental health; reduced substance use and sexual risk; reduced truancy and school exclusions	School policy and practice survey. Fidelity and staff acceptability data
School organisational capacity; staff turnover; stability	Implementation of any intervention activities.		Routine monitoring data; School policy and practice survey. Fidelity data
Inclusion of students with varying degrees of educational engagement in LT activities including bullies	Implementation of actions to change school boundaries.		Facilitator diary forms; interviews with staff/student action group members AGM. Fidelity data
	Increased commitment of disengaged students.
Ethnic composition of students	Implementation of restorative approaches.		Student survey. Fidelity of restorative approaches data
Socio-economic status of students	Increased commitment of critical mass of disengaged students.		Routinely collected data; student survey