Dataset Information

Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial.

ABSTRACT:

Background

We have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of 'Learning Together', an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum.

Objectives

To conduct post hoc theory-driven analyses of broader impacts.

Design

Cluster randomised trial.

Settings

40 state secondary schools in southern England.

Participants

Students aged 11/12 years at baseline.

Outcomes

Student self-reported measures at 24 and 36 months of: cyberbullying victimisation and perpetration; observations of other students perpetrating aggressive behaviours at school; own perpetration of aggressive behaviours in and outside school; perceived lack of safety at school; participation in school disciplinary procedures; truancy and e-cigarette use.

Results

We found evidence of multiple impacts on other health (reduced e-cigarette use, cyberbullying perpetration, perpetration of aggressive behaviours) and educational (reduced participation in school disciplinary procedures and truancy) outcomes.

Conclusion

These analyses suggested that the intervention was effective in bringing about a broader range of beneficial outcomes, adding to the evidence that the intervention is a promising approach to promote adolescent health via an intervention that is attractive to schools.

Trial registration number

ISRCTN10751359.

SUBMITTER: Bonell C

PROVIDER: S-EPMC7232400 | biostudies-literature | 2020 May

REPOSITORIES: biostudies-literature

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Publications

Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial.

Bonell Christopher C Dodd Matthew M Allen Elizabeth E Bevilacqua Leonardo L McGowan Jennifer J Opondo Charles C Sturgess Joanna J Elbourne Diana D Warren Emily E Viner Russell M RM

BMJ open 20200515 5

<h4>Background</h4>We have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of 'Learning Together', an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum.<h4>Objectives</h4>To conduct post hoc theory-driven analyses of broader impacts.<h4>Design</h4>Cluster randomised trial.<h4>Settings</h4>40 state secondary schools in southern England.<h4>Partic ...[more]

PMID: 32414817

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Project description:BackgroundIt is unknown if and how children's movement behaviour accumulation patterns change as a result of physical activity and/or sedentary behaviour interventions. It is important to establish the effectiveness of interventions targeting changes in such accumulation patterns. This study aimed to investigate the effect of the Transform-Us! school- and home-based intervention program on children's movement behaviour accumulation patterns, focusing on sporadic accumulation versus time in bouts.MethodsBaseline and post-intervention (18 months) accelerometer data from the Transform-Us! 2 × 2 factorial design cluster randomised controlled trial was used (Melbourne, 2010-2012; analytical sample n = 267; aged 8-9 years). Linear mixed models were fitted to examine effects of three different interventions (targeting increases in physical activity [PA-I], reductions in sedentary time [SB-I], or both [PA + SB-I]) compared to a usual practice (control) group on post-intervention movement behaviour accumulation compositions with eight components, including sporadic time and bouts of sedentary time, and light-, moderate- and vigorous-intensity physical activity.ResultsIntervention effects on distribution of time in the post-intervention waking movement behaviour accumulation composition (adjusted for baseline composition) were small and not significant. However, visual inspection of the change in compositions over time revealed that only groups with a sedentary behaviour intervention component (SB-I and PA + SB-I) reduced time in sedentary bouts, compared to the overall sample compositional mean. In addition, the SB-I group was the only group with an increase in vigorous-intensity physical activity. The combined intervention group (PA + SB-I) was characterized by the largest proportional increase in MPA bouts. The usual practice group was characterized by the largest proportional increases in both sporadic and bouts of sedentary time.ConclusionsThis study showed some early evidence to suggest that the "break up your sitting" message may result in greater impact than the "move more" message. Future research, including larger sample sizes, should investigate if this type of messaging is indeed more effective in changing movement behaviours and ultimately child health.Trial registrationInternational Standard Randomized Controlled Trial Number ISRCTN83725066 ; Australian New Zealand Clinical Trials Registry Number ACTRN12609000715279 .

Dataset Information

Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial.

Background

Objectives

Design

Settings

Participants

Outcomes

Results

Conclusion

Trial registration number

Publications

Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial.

Similar Datasets

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