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 |