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Table 2 Exploring pre-hypothesised moderators of Learning Together (LT)

From: The three stages of building and testing mid-level theories in a realist RCT: a theoretical and methodological case-example

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