TABLE 1.

Alignment of program goals and elements with various standards.

Program goal or other element	Tier I activity	Tier II activity	Standards for effective PD	Pedagogical practices developing countries	Lessons for project design in LMIC	Ministry of education goals
Goal 1: Understanding the basic neuroscience of brain function and dysfunction associated with neurological and mental disorders	Lectures (∼20% of total time)	Lectures (∼50% of total time)	Content focus	Sustained attention; Frequent and relevant use of learning materials beyond the textbook	Integrated set of mutually reinforcing activities	Production and implementation of a curriculum that is relevant, appropriate and addresses major content and quality concerns
Goal 2: Modeling student-centered teaching practices	Classroom activities, model building, experiments, discussions	Classroom activities, model building, experiments, discussions	Active learning, collaboration, use of Models	Drawing on students’ backgrounds and experiences; flexible use of whole-class, group and pair work where students discuss a shared task; open and closed questioning, expanding responses, encouraging student questioning; demonstration and explanation, drawing on sound pedagogical content knowledge	Integrated set of mutually reinforcing activities
Goal 3: Improving the pedagogical expertise and confidence of teachers	Reflection, discussion, role play and practice teaching	Reflection, discussion, role play and practice teaching	Coaching and expert support, feedback and reflection	Feedback, inclusion	Integrated set of mutually reinforcing activities
Goal 4: Incorporating a biopsychosocial model of mental health in the teacher mindset	Discussion	Activities from the Good Schools Toolkit*; videos, discussions		Creating a safe environment in which students are supported in their learning; inclusion	Integrated set of mutually reinforcing activities	To make those provisions and arrangements that result in the school environment being clean, sanitary, violence-free and sufficiently conducive for all students, especially girls, to feel safe and at ease
Tiered training	Trained by visiting neuroscientist	Trained by Tier I leadership team	Coaching and expert support, feedback and reflection	Administrative and peer support	Wide engagement of stakeholders at all levels; capacity building	Development and implementation of an in-service program to upgrade and update trained teachers
Evaluation	Daily reflections; knowledge test; surveys	Daily reflections; knowledge test; surveys; interviews	Feedback and reflection		Monitoring and evaluation
Duration	10 days	5 + 2 days	Sustained duration		Appropriate timeframes; sufficient resources for implementation
Reference	Brick et al., 2021	*Devries et al., 2015, Brick et al., 2021	Darling-Hammond et al., 2017	Westbrook et al., 2013	Lehner, 2012	Ministry of Education, 2010