|Process evaluation domain||Research question|
|Mechanisms of change||
RQ1: Are the intervention’s mechanisms of change operationalised as hypothesised?|
RQ2: How is the operationalisation of the mechanisms of change influenced by contextual factors?
RQ3: Does the interaction of the mechanisms of change with contextual factors give rise to unintended effects?
|Programme differentiation and usual practice||
RQ4: Is the Wellbeing in Secondary Education (WISE) intervention differentiable from ‘usual practice’ and does this differentiation change during the study?|
RQ5: Is there contamination of usual practice in control schools by receipt of the WISE intervention or similar approaches?
|Implementation (WISE training components)||
RQ6: What is the reach of the WISE training components (e.g. 8% of staff attending Standard Mental Health First Aid)?|
RQ7: How many targeted staff complete the WISE intervention training?
RQ8: Are the WISE training components delivered with fidelity and what is the nature of any adaptions undertaken?
RQ9: Are there differences in the delivery of the WISE training components between England and Wales, and what gives rise to any differences?
RQ10: How well are the WISE training components delivered?
|Implementation (peer support service)||
RQ11: What proportion of teachers receive support from the peer support service?|
RQ12: Is the peer support service delivered with fidelity and what is the nature of any adaptions undertaken?
RQ13: What are the barriers and facilitators to the implementation of the peer support service?
|Acceptability||RQ14: Is the WISE intervention acceptable to funding organisations, intervention trainers, head-teachers, teachers and students?|
|Sustainability||RQ15: How likely is the WISE intervention to be sustainable and what factors might ensure sustainability?|