Cargando…

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: 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. O...

Descripción completa

Detalles Bibliográficos
Autores principales:	Bonell, Christopher, Dodd, Matthew, Allen, Elizabeth, Bevilacqua, Leonardo, McGowan, Jennifer, Opondo, Charles, Sturgess, Joanna, Elbourne, Diana, Warren, Emily, Viner, Russell M
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	BMJ Publishing Group 2020
Materias:	Public Health
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7232400/ https://www.ncbi.nlm.nih.gov/pubmed/32414817 http://dx.doi.org/10.1136/bmjopen-2019-031589

Ejemplares similares

Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England
por: Bonell, Chris, et al.
Publicado: (2019)

Examining intervention mechanisms of action using mediation analysis within a randomised trial of a whole-school health intervention
por: Bonell, Chris, et al.
Publicado: (2019)

Effects of the Learning Together intervention on bullying and aggression in English secondary schools (INCLUSIVE): a cluster randomised controlled trial
por: Bonell, Chris, et al.
Publicado: (2018)

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE) trial: update to cluster randomised controlled trial protocol
por: Bonell, Chris, et al.
Publicado: (2017)

Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): study protocol for a cluster randomised controlled trial
por: Bonell, Chris, et al.
Publicado: (2014)

Effects of a Whole-School Health Intervention on Clustered Adolescent Health Risks: Latent Transition Analysis of Data from the INCLUSIVE Trial
por: Melendez-Torres, G. J., et al.
Publicado: (2021)

Is positive school climate associated with better adolescent mental health? Longitudinal study of young people in England
por: Leurent, Baptiste, et al.
Publicado: (2021)

The role of family and school-level factors in bullying and cyberbullying: a cross-sectional study
por: Bevilacqua, Leonardo, et al.
Publicado: (2017)

Using qualitative research to explore intervention mechanisms: findings from the trial of the Learning Together whole-school health intervention
por: Warren, Emily, et al.
Publicado: (2020)

Correction to: Using qualitative research to explore intervention mechanisms: findings from the trial of the learning together whole-school health intervention
por: Warren, Emily, et al.
Publicado: (2020)

Approaches to consent in public health research in secondary schools
por: Bonell, Chris, et al.
Publicado: (2023)

Indoctrination, Islamic schools, and the broader scope of harm
por: Merry, Michael S.
Publicado: (2018)

Research priorities for mental health in schools in the wake of COVID-19
por: Barker, Rhiannon, et al.
Publicado: (2022)

Locating and testing the healthy context paradox: examples from the INCLUSIVE trial
por: Melendez-Torres, G. J., et al.
Publicado: (2022)

Are realist randomised controlled trials possible? A reflection on the INCLUSIVE evaluation of a whole-school, bullying-prevention intervention
por: Warren, Emily A., et al.
Publicado: (2022)

Exploring social accountability in Canadian medical schools: broader perspectives
por: Koepke, Kira, et al.
Publicado: (2020)

Feasibility and acceptability of a whole-school social-marketing intervention to prevent unintended teenage pregnancies and promote sexual health: evidence for progression from a pilot to a phase III randomised trial in English secondary schools
por: Ponsford, R., et al.
Publicado: (2022)

The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda
por: Devries, Karen M, et al.
Publicado: (2015)

Intraclass correlation values for adolescent health outcomes in secondary schools in 21 European countries
por: Shackleton, N., et al.
Publicado: (2016)

Do school closures and school reopenings affect community transmission of COVID-19? A systematic review of observational studies
por: Walsh, Sebastian, et al.
Publicado: (2021)

Reopening schools during the COVID-19 pandemic: governments must balance the uncertainty and risks of reopening schools against the clear harms associated with prolonged closure
por: Viner, Russell M, et al.
Publicado: (2021)

The three stages of building and testing mid-level theories in a realist RCT: a theoretical and methodological case-example
por: Jamal, Farah, et al.
Publicado: (2015)

School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review
por: Viner, Russell M, et al.
Publicado: (2020)

Protocol for pilot cluster RCT of project respect: a school-based intervention to prevent dating and relationship violence and address health inequalities among young people
por: Meiksin, Rebecca, et al.
Publicado: (2019)

Theory of Mind Indexes the Broader Autism Phenotype in Siblings of Children with Autism at School Age
por: Tsang, Tawny, et al.
Publicado: (2016)

An evidence-based theory of change for reducing SARS-CoV-2 transmission in reopened schools
por: Bonell, Chris, et al.
Publicado: (2020)

Realist trials and the testing of context-mechanism-outcome configurations: a response to Van Belle et al.
por: Bonell, Chris, et al.
Publicado: (2016)

Who Is Able to Resist What Is Forbidden?—The Relationship between Health Literacy and Risk Behaviours in Secondary School Students in the Broader Social and Educational Context
por: Kleszczewska, Dorota, et al.
Publicado: (2022)

Daily antigen testing to reduce disruption when schools return
por: Viner, Russell M, et al.
Publicado: (2021)

Help-seeking behaviours, opportunistic treatment and psychological implications of adolescent acne: cross-sectional studies in schools and hospital outpatient departments in the UK
por: Desai, Karishma Parimal, et al.
Publicado: (2017)

Editorial: LGBT Inclusion in Schools
por: Glazzard, Jonathan, et al.
Publicado: (2022)

Implementation of the Good School Toolkit in Uganda: a quantitative process evaluation of a successful violence prevention program
por: Knight, Louise, et al.
Publicado: (2018)

Student perspectives on the diversity climate at a U.S. medical school: the need for a broader definition of diversity
por: Dhaliwal, Jasmeet S, et al.
Publicado: (2013)

Determining the optimal strategy for reopening schools, the impact of test and trace interventions, and the risk of occurrence of a second COVID-19 epidemic wave in the UK: a modelling study
por: Panovska-Griffiths, Jasmina, et al.
Publicado: (2020)

Information Sharing in the School Setting During a Public Health Emergency
por: Baker, Christina, et al.
Publicado: (2020)

Transmission of SARS-CoV-2 by children and young people in households and schools: A meta-analysis of population-based and contact-tracing studies
por: Viner, Russell, et al.
Publicado: (2022)

Editorial: Inclusive schools for a diverse world: Psychological and educational factors and practices harming or promoting inclusion at school
por: Pirchio, Sabine, et al.
Publicado: (2022)

Modelling the potential impact of mask use in schools and society on COVID-19 control in the UK
por: Panovska-Griffiths, J., et al.
Publicado: (2021)

The Behaviour of Diphtheria in Schools
Publicado: (1913)

School learning climate in the lens of parental involvement and school leadership: lessons for inclusiveness among public schools
por: Alinsunurin, Jason
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_8297akmjcfdtulju67k31op5t3