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Table 3 Summary of process evaluation research questions and data sources

From: A cluster randomised controlled trial of the Wellbeing in Secondary Education (WISE) Project – an intervention to improve the mental health support and training available to secondary school teachers: protocol for an integrated process evaluation

Research domain Research question Data source Informant Procedure of data collection Time of data collection Analysis
Mechanisms of change RQ1: Operationalisation of intervention mechanisms
RQ2: Contextual factors
RQ3: Unintended effects
A. Teacher questionnaires;
student questionnaires
Teachers (n ~ 1440)
Students (n ~ 3600)
Self-assessment; survey questions regarding school-related stress and satisfaction, support and quality of relationships; perceptions of school caring about wellbeing Baseline; 12 mth follow-up (teachers); 24 mth follow-up Logistic regression examining impact on outcomes (part of main analysis)
B. Audit of school polices School Contact (n = 25) Self-assessment; paper audit Baseline; 24 mths follow-up Tables of activities/policies; narrative description
D. Observation of intervention training courses WISE trainers (n = 10); training attendees (n = TBC; intervention case study schools n = 4) Independent assessment of intervention training course by study team (n = 2); completion observation schedules During intervention training course Summaries of scores (means/medians); narrative description; inter-rater reliability
G. Peer supporter log and feedback Peer supporters (n = TBC, intervention schools n = 12) Self-assessment; logs; feedback session hosted by study team Termly following intervention training course; 2 × feedback sessions Tables and summaries of quantitative data; thematic analysis
I. WISE trainer interview WISE trainer (n = 6) Interview led by study team Within 6 mths post-training Thematic analysis
J. Head-teacher interview Head teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
K. Peer supporter and schools MHFA attendee focus groups Training course attendees (n = 4–8 staff, intervention case study schools n = 4) Focus group led by study team 6 mths post-training; 18 mths post-training Thematic analysis
L. Recipient of peer support service interview Peer support recipients (n = 5 staff, intervention case study schools n = 4) Interview led by study team 12 mths post-training Thematic analysis
M. Teacher focus group Teachers (random sample 4–8 staff, intervention and control case study schools n = 8) Focus group led by study team 12 mths post-training Thematic analysis
N. Year 10 focus group Students (n = 6–8 students, intervention and control case study schools n = 8) Focus group led by study team 12 mths post-training Thematic analysis
Programme differentiation and usual practice RQ4: Differentiation
RQ5: Contamination
A. Teacher questionnaires;
student questionnaires
Teachers (n ~ 1440)
Students (n ~ 3600)
Self-assessment; survey questions regarding training and support received through school Baseline; 12-mth follow-up (teachers); 24-mth follow-up Tabulate responses
B. Audit of school polices School Contact  (n = 25) Self-assessment; paper audit Baseline; 24-mth follow-up Tables of activities/policies; narrative description
J. Head-teacher interview Head-teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
L. Recipient of peer support service interview Peer support recipients (n = 5 staff, intervention case study schools n = 4) Interview led by study team 12 mths post-trainings Thematic analysis
M. Teacher focus group Teachers (random sample 4–8 staff, intervention and control case study schools n = 8) Focus group led by study team 12 mths post-trainings Thematic analysis
N. Year 10 focus group Students (n = 6–8 students, intervention and control case study schools n = 8) Focus group led by study team 12 mths post-trainings Thematic analysis;
Implementation (Training) RQ6: Reach
RQ7: Completion
RQ8/RQ9: Fidelity
RQ10: Quality
C. Attendance records Trainers (n = 10) Course registers During intervention training course Tabulate attendees
D. Observation of intervention training courses WISE trainers (n = 10), training attendees (n = TBC; intervention case study schools n = 4) Independent assessment of intervention training course by study team (n = 2); observation schedules During intervention training course Summaries of scores (means/medians); narrative description; inter-rater reliability
E. Fidelity checklist and training materials used WISE trainers (n = 10), training attendees (n = TBC; intervention schools n = 12) Self-assessment; checklists and materials log During intervention training course Summaries of scores (means/medians); tabulate materials used
F. Training evaluation form Training attendees (n = TBC; intervention schools n = 12) Self-assessment; evaluation forms Following intervention training Summaries of scores (means/medians); paired t-tests
J. Head-teacher interview Head-teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
I. WISE trainer interview WISE trainer (n = 6) Interview led by study team I. WISE trainer interview Thematic analysis
Implementation (Peer support service) RQ11: Reach
RQ12: Fidelity
RQ13: Barriers and facilitators
A. Teacher questionnaires; student questionnaires Teachers (n ~ 1440)
Students (n ~ 3600)
Self-assessment; survey questions regarding use of peer support service Baseline; 12-mth follow-up (teachers); 24-mth follow-up Tabulate responses
G. Peer supporter log and feedback Peer supporters (n = TBC; intervention schools n = 12) Self-assessment; logs; feedback session hosted by study team Termly following intervention training course; 2 × feedback sessions Tables and summaries of quantitative data; thematic analysis
J. Head-teacher interview Head teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
K. Peer supporter and schools MHFA attendee focus group Training course attendees (n = 4–8 staff; intervention case study schools n = 4) Focus group led by study team 6 mths post-training; 18 mths post-training Thematic analysis
M. Teacher focus group Teachers (random sample 4–8 staff, intervention and control case study schools n = 8; intervention case study schools n = 4) Focus group led by study team 12 mths post-training Thematic analysis
Acceptability RQ14: Acceptability G. Peer supporter log and feedback Peer supporters (n = TBC, intervention schools n = 12) Self-assessment; logs; feedback session hosted by study team Termly following intervention training course; 2 × feedback sessions Tables and summaries of quantitative data; thematic analysis
H. Funding organisation interview Funding organisation representative (n = 3) Interview led by study team From 6 mths post-training Thematic analysis
I. WISE trainer interview WISE trainer (n = 6) Interview led by study team Within 6 mths post-training Thematic analysis
J. Head teacher interview Head-teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
K. Peer supporter and schools MHFA attendee focus group Training course attendees (n = 4–8 staff; intervention case study schools n = 4) Focus group led by study team 6 mths post-training; 18 mths post-training Thematic analysis
L. Recipient of peer support service interview Peer support recipients (n = 5 staff, intervention case study schools n = 4) Interview led by study team 12 mths post-training Thematic analysis
M. Teacher focus group Teachers (random sample 4–8 staff; intervention and control case study schools n = 8) Focus group led by study team 12 mths post-training Thematic analysis
N. Year 10 focus group Students (n = 6–8 students; intervention and control case study schools n = 8) Focus group led by study team 12 mths post-trainings Thematic analysis
Sustainability RQ15: Sustainability H. Funding organisation interview Funding organisation representative (n = 3) Interview led by study team From 6 mths post-training Thematic analysis
I. WISE trainer interview WISE trainer (n = 6) Interview led by study team Within 6 mths post-training Thematic analysis
J. Head-teacher interview Head-teachers (n = 25) Interview led by study team From 6 mths post-training Thematic analysis
K. Peer supporter and Schools MHFA attendee focus group Training course attendees (n = 4–8 staff; intervention case study schools n = 4) Focus group led by study team 6 mths post-training; 18 mths post-training Thematic analysis
L. Recipient of peer support service interview Peer support recipients (n = 5 staff; intervention case study schools n = 4) Interview led by study team 12 mths post-training Thematic analysis
M. Teacher focus group Teachers (random sample 4–8 staff; intervention and control case study schools n = 8) Focus group led by study team 12 mths post-training Thematic analysis
  1. MHFA Mental Health First Aid, TBC to be confirmed, WISE Wellbeing in Secondary Education