Cargando…

An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial

BACKGROUND: Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training...

Descripción completa

Detalles Bibliográficos
Autores principales: Kidger, Judi, Turner, Nicholas, Hollingworth, William, Evans, Rhiannon, Bell, Sarah, Brockman, Rowan, Copeland, Lauren, Fisher, Harriet, Harding, Sarah, Powell, Jillian, Araya, Ricardo, Campbell, Rona, Ford, Tamsin, Gunnell, David, Murphy, Simon, Morris, Richard
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8629387/
https://www.ncbi.nlm.nih.gov/pubmed/34762673
http://dx.doi.org/10.1371/journal.pmed.1003847
_version_ 1784607195453718528
author Kidger, Judi
Turner, Nicholas
Hollingworth, William
Evans, Rhiannon
Bell, Sarah
Brockman, Rowan
Copeland, Lauren
Fisher, Harriet
Harding, Sarah
Powell, Jillian
Araya, Ricardo
Campbell, Rona
Ford, Tamsin
Gunnell, David
Murphy, Simon
Morris, Richard
author_facet Kidger, Judi
Turner, Nicholas
Hollingworth, William
Evans, Rhiannon
Bell, Sarah
Brockman, Rowan
Copeland, Lauren
Fisher, Harriet
Harding, Sarah
Powell, Jillian
Araya, Ricardo
Campbell, Rona
Ford, Tamsin
Gunnell, David
Murphy, Simon
Morris, Richard
author_sort Kidger, Judi
collection PubMed
description BACKGROUND: Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention. METHODS AND FINDINGS: The intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. In total 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference −0.90, 95% CI –2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study’s main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures. CONCLUSIONS: In this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being. TRIAL REGISTRATION: www.isrctn.com ISRCTN95909211.
format Online
Article
Text
id pubmed-8629387
institution National Center for Biotechnology Information
language English
publishDate 2021
publisher Public Library of Science
record_format MEDLINE/PubMed
spelling pubmed-86293872021-11-30 An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial Kidger, Judi Turner, Nicholas Hollingworth, William Evans, Rhiannon Bell, Sarah Brockman, Rowan Copeland, Lauren Fisher, Harriet Harding, Sarah Powell, Jillian Araya, Ricardo Campbell, Rona Ford, Tamsin Gunnell, David Murphy, Simon Morris, Richard PLoS Med Research Article BACKGROUND: Teachers are at heightened risk of poor mental health and well-being, which is likely to impact on the support they provide to students, and student outcomes. We conducted a cluster randomised controlled trial, to test whether an intervention to improve mental health support and training for high school teachers led to improved mental health and well-being for teachers and students, compared to usual practice. We also conducted a cost evaluation of the intervention. METHODS AND FINDINGS: The intervention comprised (i) Mental Health First Aid training for teachers to support students; (ii) a mental health awareness session; and (iii) a confidential staff peer support service. In total 25 mainstream, non-fee-paying secondary schools stratified by geographical area and free school meal entitlement were randomly allocated to intervention (n = 12) or control group (n = 13) after collection of baseline measures. We analysed data using mixed-effects repeated measures models in the intention-to-treat population, adjusted for stratification variables, sex, and years of experience. The primary outcome was teacher well-being (Warwick-Edinburgh Mental Well-being Scale). Secondary outcomes were teacher depression, absence, and presenteeism, and student well-being, mental health difficulties, attendance, and attainment. Follow-up was at months 12 (T1) and 24 (T2). We collected process data to test the logic model underpinning the intervention, to aid interpretation of the findings. A total of 1,722 teachers were included in the primary analysis. Teacher well-being did not differ between groups at T2 (intervention mean well-being score 47.5, control group mean well-being score 48.4, adjusted mean difference −0.90, 95% CI –2.07 to 0.27, p = 0.130). The only effect on secondary outcomes was higher teacher-reported absence among the intervention group at T2 (intervention group median number of days absent 0, control group median number of days absent 0, ratio of geometric means 1.04, 95% CI 1.00 to 1.09, p = 0.042). Process measures indicated little change in perceived mental health support, quality of relationships, and work-related stress. The average cost of the intervention was £9,103 per school. The study’s main limitations were a lack of blinding of research participants and the self-report nature of the outcome measures. CONCLUSIONS: In this study, we observed no improvements to teacher or student mental health following the intervention, possibly due to a lack of impact on key drivers of poor mental health within the school environment. Future research should focus on structural and cultural changes to the school environment, which may be more effective at improving teacher and student mental health and well-being. TRIAL REGISTRATION: www.isrctn.com ISRCTN95909211. Public Library of Science 2021-11-11 /pmc/articles/PMC8629387/ /pubmed/34762673 http://dx.doi.org/10.1371/journal.pmed.1003847 Text en © 2021 Kidger et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Kidger, Judi
Turner, Nicholas
Hollingworth, William
Evans, Rhiannon
Bell, Sarah
Brockman, Rowan
Copeland, Lauren
Fisher, Harriet
Harding, Sarah
Powell, Jillian
Araya, Ricardo
Campbell, Rona
Ford, Tamsin
Gunnell, David
Murphy, Simon
Morris, Richard
An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title_full An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title_fullStr An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title_full_unstemmed An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title_short An intervention to improve teacher well-being support and training to support students in UK high schools (the WISE study): A cluster randomised controlled trial
title_sort intervention to improve teacher well-being support and training to support students in uk high schools (the wise study): a cluster randomised controlled trial
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8629387/
https://www.ncbi.nlm.nih.gov/pubmed/34762673
http://dx.doi.org/10.1371/journal.pmed.1003847
work_keys_str_mv AT kidgerjudi aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT turnernicholas aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT hollingworthwilliam aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT evansrhiannon aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT bellsarah aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT brockmanrowan aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT copelandlauren aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT fisherharriet aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT hardingsarah aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT powelljillian aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT arayaricardo aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT campbellrona aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT fordtamsin aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT gunnelldavid aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT murphysimon aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT morrisrichard aninterventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT kidgerjudi interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT turnernicholas interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT hollingworthwilliam interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT evansrhiannon interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT bellsarah interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT brockmanrowan interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT copelandlauren interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT fisherharriet interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT hardingsarah interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT powelljillian interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT arayaricardo interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT campbellrona interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT fordtamsin interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT gunnelldavid interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT murphysimon interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial
AT morrisrichard interventiontoimproveteacherwellbeingsupportandtrainingtosupportstudentsinukhighschoolsthewisestudyaclusterrandomisedcontrolledtrial