Table 3.

Raw data for primary and secondary teacher and classroom outcomes at baseline, post-intervention, and 1-year follow-up

	Irie Classroom Toolbox			Control
	Baseline (n=119)	Post-intervention (n=108)	1-year follow-up (n=105)	Baseline (n=110)	Post-intervention (n=92)	1-year follow-up (n=85)
Counts of observed violence against children by teachers across 1 school day
Physical violence	4 (0–11)	2 (0–9)	0 (0–3)	3 (0–12)	11 (0–26)	3 (0–7)
Verbal abuse	1 (0–3)	0 (0–1)	0 (0–2)	1 (0–4)	2 (0–4)	2 (0–5)
Other violence	0 (0–2)	0 (0–1)	0 (0–0)	0 (0–1)	1 (0–6)	0 (0–1)
All violence	7 (2–15)	3 (0–11)	3 (0–9)	7 (1–18)	15 (3–35)	6 (1–16)
Binary measure of observed violence against children by teachers across 2 school days
No physical violence	21 (18%)	30 (28%)	44 (42%)	27 (25%)	16 (17%)	27 (32%)
No verbal abuse	40 (34%)	56 (52%)	44 (42%)	37 (34%)	21 (23%)	22 (26%)
No other violence	51 (43%)	67 (62%)	73 (70%)	52 (47%)	37 (40%)	51 (60%)
No total violence	12 (10%)	19 (18%)	23 (22%)	15 (14%)	8 (9%)	14 (16%)
Rating scales of class-wide child behaviour
Child aggression	2·4 (1·6–4·0)	3·2 (2·2–4·4)	2·6 (1·6–3·4)	2·4 (1·6–3·8)	3·0 (1·8–4·8)	2·8 (1·6–4·1)
Child prosocial behaviour	1·8 (1·4–2·2)	2·4 (1·8–3·0)	2·2 (1·6–2·6)	1·8 (1·2–2·3)	2·0 (1·5–2·6)	1·8 (1·6–2·6)
Rating scales of the quality of the classroom environment using the CLASS Pre-K scales
Emotional support	4·2 (0·8)	4·4 (0·6)	4·1 (0·8)	4·3 (0·7)	3·9 (0·9)	3·7 (0·8)
Classroom organisation	4·8 (0·8)	4·7 (0·8)	4·5 (0·8)	4·9 (0·8)	4·4 (0·9)	4·3 (0·8)
Instructional support	1·4 (1·3–1·5)	1·5 (1·4–1·7)	1·4 (1·3–1·6)	1·4 (1·3–1·6)	1·4 (1·3–1·6)	1·3 (1·2–1·5)
Teacher wellbeing
Depression	14 (8–21)	10 (6–18)	10 (5–18)	12 (6–19)	12 (7–19)	12 (5–19)
Burn-out	28 (23–35)	28 (23–34)	27 (22–36)	28 (23–36)	29 (23–38)	31 (23–36)
Teaching self-efficacy	92 (82–98)	92 (84–100)	97 (88–102)	90 (83–96)	90 (81–98)	92 (85–100)

Data are median (IQR), n (%), or mean (SD).