Mental health and wellbeing in pupils and school staff Mental and Behavioural Disorders
Conditions
Interventions
Current interventions as of 31/10/2023:
More Good Days at School (MGDAS) is a universal whole-school trauma-informed practice approach. The content focuses on training and capacity building for all s
2. Understanding the importance of the staff-pupil relationship as being foundational to helping pupils address barriers to learning and increase engagement
3. Utilizing relational rather than punitive approaches for addressing challenging or dysregulated behaviour
4. Utilizing tools, techniques, and strategies to look after one’s own mental health and that of others (e.g., pupils, and colleagues).
The programme is delivered during school time. There are two ma
Sponsors
University College London
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Inclusion criteria for schools: Mainstream secondary schools in the UK Staff and pupil inclusion criteria: All school staff members and pupils in Years 8 and 9 (aged 12 to 14, Key Stage 3) in participating schools will be eligible to take part in the evaluation. Although the programme is a whole-school intervention, two pupil year groups were selected to avoid over-burdening schools with data collection, which may result in lower levels of data quality.
Exclusion criteria
Exclusion criteria: Exclusion criteria for schools: 1. Special schools or Alternative Provision settings because they are already working with children and young people in a trauma-informed way 2. Schools where more than 10% of school staff have received 2 days or more of trauma-informed practice training through other providers 3. Schools where there are any planned strategic or operational changes, or ongoing risks that create instability or uncertainty that could potentially undermine staff engagement with the programme
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome measure as of 31/10/2023: Externalising difficulties measured using the conduct and hyperactivity difficulties subscales of the child-reported Strengths and Difficulties Questionnaire at baseline, mid-programme and end of programme Previous primary outcome measure: Externalising difficulties measured using the conduct and hyperactivity difficulties subscales of the child-reported Strengths and Difficulties Questionnaire at baseline, 8 months, and 18 months | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 31/10/2023: Pupil-reported surveys 1. Internalising difficulties measured using the emotional symptoms and peer problems sub-scales of the Strengths and Difficulties Questionnaire at baseline, mid-programme and end of the programme 2. Impact of mental health difficulties measured using the impact score of the Strengths and Difficulties Questionnaire at baseline, mid-programme and end of programme 3. Prosocial behaviour measured using the child-reported prosocial behaviour subscale of the Strengths and Difficulties Questionnaire at baseline, mid-programme and end of programme 4. Teacher-student relationships measured using the teacher-student relationships subscale of the Student Engagement Instrument at baseline, mid-programme and end of programme 5. Peer support for learning measured using the peer support for learning subscale of the Student Engagement Instrument at baseline, mid-programme and end of programme 6. Control and relevance of school work measured using the control and relevance of school work subscale of the Student Engagement Instrument at baseline, mid-programme and end-of-programme 7. Future aspirations and goals measured using the future aspirations and goals subscale of the Student Engagement Instrument at baseline, mid-programme and end-program 8. Bullying perpetration measured using the bullying perpetration subscale of the Illinois Bully Scale at baseline, mid-programme and end-of-programme 9. Bullying victimisation measured using the bullying victimisation subscale of the Illinois Bully Scale at baseline, mid-programme and end-of-programme Staff-reported surveys 1. Underlying causes of problem behaviour and symptoms measured using the underlying causes of problem behaviour and symptoms subscale of the Attitudes Related to Trauma-Informed Care (ARTIC 35) at baseline, mid-programme and end of programme 2. Self-efficacy at work measured using the self-efficacy at work subscale of the Attitudes Related t | — |
Countries
England, United Kingdom
Contacts
Public ContactMore Good Days at School Research Team
Outcome results
None listed