Table 4 Combinations of contextual factors in schools A, B, C and D
School | Contextual factors influencing the implementation process | Outcome | |||||
|---|---|---|---|---|---|---|---|
Leadership of school principal | Team cohesion and collective work | Availability of staff | Home school relationship | Institutional support | Motivation | ||
A  Small rural school  Very high SES | ++ | ++ | - Key factor | ++ | N/A | N/A | Seldom use of tools Inclusion of action in school project Few partnerships |
B  Large urban school  Medium SES | ++ | - Key factor | - Key factor | ++ | ++ | - Key factor | Few members trained Difficult implementation Programme perceived as add-on and time-consuming Very limited impact |
C  Large urban school  Medium SES  Social diversity | – | +/− | N/A | - Key factor | – | N/A | Programme not considered a priority No assessment of programme impact |
D  Medium suburban school  Low SES | +/− | + | N/A | - Key factor | +/− | – | Moderate impact and difficult implementation New partnerships |