Table 3.
Summary of process evaluation research questions and data sources
| Research domain | Research question | Data source | Informant | Procedure of data collection | Time of data collection | Analysis |
|---|---|---|---|---|---|---|
| Mechanisms of change | RQ1: Operationalisation of intervention mechanisms RQ2: Contextual factors RQ3: Unintended effects |
A. Teacher questionnaires; student questionnaires |
Teachers (n ~ 1440) Students (n ~ 3600) |
Self-assessment; survey questions regarding school-related stress and satisfaction, support and quality of relationships; perceptions of school caring about wellbeing | Baseline; 12 mth follow-up (teachers); 24 mth follow-up | Logistic regression examining impact on outcomes (part of main analysis) |
| B. Audit of school polices | School Contact (n = 25) | Self-assessment; paper audit | Baseline; 24 mths follow-up | Tables of activities/policies; narrative description | ||
| D. Observation of intervention training courses | WISE trainers (n = 10); training attendees (n = TBC; intervention case study schools n = 4) | Independent assessment of intervention training course by study team (n = 2); completion observation schedules | During intervention training course | Summaries of scores (means/medians); narrative description; inter-rater reliability | ||
| G. Peer supporter log and feedback | Peer supporters (n = TBC, intervention schools n = 12) | Self-assessment; logs; feedback session hosted by study team | Termly following intervention training course; 2 × feedback sessions | Tables and summaries of quantitative data; thematic analysis | ||
| I. WISE trainer interview | WISE trainer (n = 6) | Interview led by study team | Within 6 mths post-training | Thematic analysis | ||
| J. Head-teacher interview | Head teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| K. Peer supporter and schools MHFA attendee focus groups | Training course attendees (n = 4–8 staff, intervention case study schools n = 4) | Focus group led by study team | 6 mths post-training; 18 mths post-training | Thematic analysis | ||
| L. Recipient of peer support service interview | Peer support recipients (n = 5 staff, intervention case study schools n = 4) | Interview led by study team | 12 mths post-training | Thematic analysis | ||
| M. Teacher focus group | Teachers (random sample 4–8 staff, intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-training | Thematic analysis | ||
| N. Year 10 focus group | Students (n = 6–8 students, intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-training | Thematic analysis | ||
| Programme differentiation and usual practice | RQ4: Differentiation RQ5: Contamination |
A. Teacher questionnaires; student questionnaires |
Teachers (n ~ 1440) Students (n ~ 3600) |
Self-assessment; survey questions regarding training and support received through school | Baseline; 12-mth follow-up (teachers); 24-mth follow-up | Tabulate responses |
| B. Audit of school polices | School Contact (n = 25) | Self-assessment; paper audit | Baseline; 24-mth follow-up | Tables of activities/policies; narrative description | ||
| J. Head-teacher interview | Head-teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| L. Recipient of peer support service interview | Peer support recipients (n = 5 staff, intervention case study schools n = 4) | Interview led by study team | 12 mths post-trainings | Thematic analysis | ||
| M. Teacher focus group | Teachers (random sample 4–8 staff, intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-trainings | Thematic analysis | ||
| N. Year 10 focus group | Students (n = 6–8 students, intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-trainings | Thematic analysis; | ||
| Implementation (Training) | RQ6: Reach RQ7: Completion RQ8/RQ9: Fidelity RQ10: Quality |
C. Attendance records | Trainers (n = 10) | Course registers | During intervention training course | Tabulate attendees |
| D. Observation of intervention training courses | WISE trainers (n = 10), training attendees (n = TBC; intervention case study schools n = 4) | Independent assessment of intervention training course by study team (n = 2); observation schedules | During intervention training course | Summaries of scores (means/medians); narrative description; inter-rater reliability | ||
| E. Fidelity checklist and training materials used | WISE trainers (n = 10), training attendees (n = TBC; intervention schools n = 12) | Self-assessment; checklists and materials log | During intervention training course | Summaries of scores (means/medians); tabulate materials used | ||
| F. Training evaluation form | Training attendees (n = TBC; intervention schools n = 12) | Self-assessment; evaluation forms | Following intervention training | Summaries of scores (means/medians); paired t-tests | ||
| J. Head-teacher interview | Head-teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| I. WISE trainer interview | WISE trainer (n = 6) | Interview led by study team | I. WISE trainer interview | Thematic analysis | ||
| Implementation (Peer support service) | RQ11: Reach RQ12: Fidelity RQ13: Barriers and facilitators |
A. Teacher questionnaires; student questionnaires | Teachers (n ~ 1440) Students (n ~ 3600) |
Self-assessment; survey questions regarding use of peer support service | Baseline; 12-mth follow-up (teachers); 24-mth follow-up | Tabulate responses |
| G. Peer supporter log and feedback | Peer supporters (n = TBC; intervention schools n = 12) | Self-assessment; logs; feedback session hosted by study team | Termly following intervention training course; 2 × feedback sessions | Tables and summaries of quantitative data; thematic analysis | ||
| J. Head-teacher interview | Head teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| K. Peer supporter and schools MHFA attendee focus group | Training course attendees (n = 4–8 staff; intervention case study schools n = 4) | Focus group led by study team | 6 mths post-training; 18 mths post-training | Thematic analysis | ||
| M. Teacher focus group | Teachers (random sample 4–8 staff, intervention and control case study schools n = 8; intervention case study schools n = 4) | Focus group led by study team | 12 mths post-training | Thematic analysis | ||
| Acceptability | RQ14: Acceptability | G. Peer supporter log and feedback | Peer supporters (n = TBC, intervention schools n = 12) | Self-assessment; logs; feedback session hosted by study team | Termly following intervention training course; 2 × feedback sessions | Tables and summaries of quantitative data; thematic analysis |
| H. Funding organisation interview | Funding organisation representative (n = 3) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| I. WISE trainer interview | WISE trainer (n = 6) | Interview led by study team | Within 6 mths post-training | Thematic analysis | ||
| J. Head teacher interview | Head-teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| K. Peer supporter and schools MHFA attendee focus group | Training course attendees (n = 4–8 staff; intervention case study schools n = 4) | Focus group led by study team | 6 mths post-training; 18 mths post-training | Thematic analysis | ||
| L. Recipient of peer support service interview | Peer support recipients (n = 5 staff, intervention case study schools n = 4) | Interview led by study team | 12 mths post-training | Thematic analysis | ||
| M. Teacher focus group | Teachers (random sample 4–8 staff; intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-training | Thematic analysis | ||
| N. Year 10 focus group | Students (n = 6–8 students; intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-trainings | Thematic analysis | ||
| Sustainability | RQ15: Sustainability | H. Funding organisation interview | Funding organisation representative (n = 3) | Interview led by study team | From 6 mths post-training | Thematic analysis |
| I. WISE trainer interview | WISE trainer (n = 6) | Interview led by study team | Within 6 mths post-training | Thematic analysis | ||
| J. Head-teacher interview | Head-teachers (n = 25) | Interview led by study team | From 6 mths post-training | Thematic analysis | ||
| K. Peer supporter and Schools MHFA attendee focus group | Training course attendees (n = 4–8 staff; intervention case study schools n = 4) | Focus group led by study team | 6 mths post-training; 18 mths post-training | Thematic analysis | ||
| L. Recipient of peer support service interview | Peer support recipients (n = 5 staff; intervention case study schools n = 4) | Interview led by study team | 12 mths post-training | Thematic analysis | ||
| M. Teacher focus group | Teachers (random sample 4–8 staff; intervention and control case study schools n = 8) | Focus group led by study team | 12 mths post-training | Thematic analysis |
MHFA Mental Health First Aid, TBC to be confirmed, WISE Wellbeing in Secondary Education