Table 1.

Mechanisms data (M) expected and time of collection

Mechanisms	Variables	Data collection	Time collection	Population
Representations about drinking, tobacco and cannabis use; and what influences it	Representations about drinking, tobacco and cannabis use	Non-directive interviews (IP 1+IP2) (160)	During the two first academic years (September 2019 to June 2021)	At least 80 pupils the first 2 years randomly selected
	The role of social influence on consumption (initiation and use)			(ie, two per class and eight per establishment/year)
	The short-term effects of use and abuse
	User rates among adolescents
	Portrayal of drinking, tobacco and cannabis use: parties, fitting in, being accepted
	Social acceptability of drinking, tobacco and cannabis use
	The role of peers
	The role of the media in encouraging alcohol, tobacco and cannabis use.	Questionnaires T0, T1	September 2019 and June 2022	Q : 1000 pupils/wave
Life skills for preventing addiction including tobacco, alcohol and cannabis use, and activated/mobilised through the sessions	Personal self-management skills: self-esteem, problem-solving abilities, reducing stress and anxiety	Non-directive interviews (IP1 +IP2) (160)	During the two first academic years (September 2019 to June 2021)	At least 80 pupils the first 2 years randomly selected
	General social skills: overcoming shyness, communicating clearly, building relationships			(ie, two per class and eight per establishment/year)
	Drug resistance skills: defenses against pressure to use alcohol, cannabis and other drugs, identify the consequence of substance use, risk-taking and the influence of the media
		Questionnaires T0, T1	September 2019 and June 2022	1000 pupils/wave
Contextual data (related to Expériences Animées intervention - Ci)
Variables		Data collection	Time collection	Population
Intervention climate within the establishment		Non-directive interviews (IP1 +IP2) (160)	During the two first academic years (September 2019 to June 2021)	At least 80 pupils the first 2 years randomly selected
Conditions of session delivery				(ie, two per class and eight per establishment/year)
Characterisation of the feedback and sharing sequences (spatial organisation, relations between pupils/session leaders/others)
Intervention climate within the establishment		Observations (70)	September 2019 to June 2022	Programme presentation for the school staff when the programme starts (one presentation per establishment)
Reception given by the school staff as a whole				And at least two observation sessions per establishment and per year
Conditions of session delivery
Motivation levels of the session leaders and teachers in attendance
Characterisation of the feedback and sharing sequences (spatial organisation, relations between pupils/session leaders/others)
		Semi-structured interviews (ie,1 +IE2) (66 interviews at all)	June 2020 and June 2022	Three education professionals per establishment (the nurse, the headmaster, a teacher whose class is involved in the intervention) (30 interviews) and three session leaders: the same people in 2020 and in 2022
Contextual data (operational setting - Ce)
Public	Variables	Data collection	Time collection	Population
Pupils	Characteristics	Non-directive interviews (IP1 +IP2) (160)	During the two first academic years (September 2019 to June 2021)	At least 80 pupils the first 2 years randomly selected
	Acceptability			(ie, two per class and eight per establishment/year)
	Acceptation of the intervention
	Their role in it, support or not toward the intervention
	Opinion about the intervention and its effects on pupils
	Facilitating/ limiting factors of change
Session leaders and education professionals	Characteristics	Semi-structured interviews (ie,1 +IE2) (66 interviews at all)	June 2020/2022	Three education professionals per establishment (the nurse, the headmaster, a teacher whose class is involved in the intervention) (30 interviews) and three session leaders: the same people in 2020 and in 2022
	Acceptability
	Acceptation of the intervention
	Their role in it, support or not toward the intervention
	Opinion about the intervention and its effects on pupils
Establishments	Characteristics	Scorecard from the education authorities	September 2019	Every establishment included in Expériences Animées
	Type of establishment (general/vocational, priority education areas – yes/no-)
	Level of urbanisation of the town or city where the establishment is located
	Deprivation index of the school area
	Number of pupils, male/female ratio, number of repeaters per establishment
	Proximity to a centre for young substance users and availability rate where appropriate
	Availability rate of the nurse
	Establishments already involved in Expériences Animées in previous years (yes/no)
	Occasional awareness campaigns on addiction in the establishment (yes/no)
Expériences animées funders	Characteristics	Semi-structured interviews (IF) (3)	September 2019	Three people from the funding organisation of Expériences Animées
	Acceptation of the intervention
	Opinion about the intervention and its effects on pupils
	Interest about Expériences Animées
	Facilities and difficulties to fund Expériences Animées, barriers and facilitators