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Table 3 Process evaluation components and relevant data

From: Protocol for a cluster randomised controlled trial of an intervention to improve the mental health support and training available to secondary school teachers – the WISE (Wellbeing in Secondary Education) study

Evaluation component Relevant data
Mechanisms of change Teacher questionnaires
Stress at school
Satisfaction at school
Help provided to colleagues and students
Help received from colleagues
School’s attitude to staff and student wellbeing
Quality of relationships in school
Student questionnaires
Help received from teachers
School’s attitude to student wellbeing
Quality of relationships with teachers
Interview with head teacher
Relevant new policies or practices introduced
Focus group with peer supporters
Nature of support provided
Focus groups with peer supporters and MHFA trainees
Learning from the MHFA training
Application of learning
Whether and how learning shared with colleagues
All focus groups (intervention)
Any perceived changes in school ethos or activities
Interview with peer support service users
Whether the service helped and how
Reach Teacher questionnaires
Use of the peer support service
MHFA training completed
Termly peer supporter meetings
Record of how much help provided
Focus group with peer supporters
How service has been promoted
Focus group with students (intervention)
Perceptions of support from teachers and any changes
Contamination Focus group with teachers (control)
Any mental health training
Any perceived changes in school ethos or activities
Focus group with students (control)
Perceptions of support from teachers and any changes
Audit of school activities
Any new activities in control schools similar to intervention
Intervention fidelity Focus groups with peer supporters and MHFA trainees
How much ALGEE model is used when supporting others
Other MHFA techniques used when supporting others
Training observations
How well trainer sticks to core MHFA components
Interviews with trainers
Perceptions of MHFA core elements
Unintended harm Termly peer supporter meetings
Record of any harm experienced/observed by peer supporters
Focus group with MHFA trainees
Any negative experiences of attending the training
Acceptability Interviews with head teachers (intervention)
Views on peer support service and MHFA training
Focus groups and interviews with non-peer supporter teachers (intervention)
Views/experiences of the peer support service
Training observations
Reactions of trainees to the training
Interview with trainers
What went well or not well in the training
Sustainability Interviews with head teachers (intervention)
What is needed to make the peer support service sustainable
Ways to embed the MHFA learning
Focus groups with peer supporters
What is needed to make the peer support service sustainable
Audit of school activities (intervention)
Any wider changes e.g., policies, processes
Interviews with funders
How well the intervention fits with local priorities
What is needed for the intervention to be rolled out