Externalising behaviour, internalising behaviour, mental wellbeing in school children Mental and Behavioural Disorders
Conditions
Interventions
Treatment group: TISUK training involves 6 components: (1) Whole staff training (two 3-hour sessions)
(2) Senior leadership training (2-day session for 5-7 SLT members)
(3) Network consultancy support (three meetings with TISUK consultants)
(4) Diploma practitioner training (11-day comprehensive training for 5-7 staff)
(5) Reflective supervision workshops (for 2 diploma-trained practitioners)
(6) Webinars for staff and pupils (4 webinars with discussion guides). The intervention aims to create trauma-informed policies and practices throughout the school over four terms (Jan 2024-Mar 2025).
Sponsors
Ipsos UK
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Year 8 pupils (2023/2024 cohort) in secondary schools in target geographical areas
Exclusion criteria
Exclusion criteria: 1. Schools with staff who completed TISUK 11-day diploma 2. Schools that received TISUK whole staff training in last 3 years 3. Schools that received intensive trauma-informed practice training from another provider in the last 3 years 4. Fee-paying schools 5. Alternative provision or special schools with SEMH focus
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Externalising behaviour measured by the Strengths and Difficulties Questionnaire (SDQ) combined conduct and hyperactivity scale scores (0-20) at baseline (October-December 2023) and 15 months post-baseline (March-April 2025). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Internalising behaviour measured by the SDQ emotional and peer problems subscales (0-20) at baseline and 15 months post-baseline 2. Prosocial behaviour measured by the SDQ prosocial behaviour subscale (0-10) at baseline and 15 months post-baseline 3. Total difficulties measured by the SDQ total difficulties score (0-40) at baseline and 15 months post-baseline 4. Non-psychotic psychological distress measured by the General Health Questionnaire (GHQ12) at baseline and 15 months post-baseline 5. Well-being measured by the Short Warwick Edinburgh Mental Well-being Scale (SWEMWBS, 7-35) at baseline and 15 months post-baseline 6. School connectedness measured using the School Connectedness Scale at baseline and 15 months post-baseline 7. School exclusions and suspensions measured using administrative school records at baseline and 15 months post-baseline 8. School attendance measured using administrative school records at baseline and 15 months post-baseline 9. Staff attitudes to trauma-informed care measured by the Attitudes Related to Trauma-Informed Care (ARTIC) survey at baseline and 15 months post-baseline 10. Staff well-being measured by the Short Warwick Edinburgh Mental Well-being Scale (SWEMWBS) at baseline and 15 months post-baseline 11. Staff retention and sickness measured using administrative school records at baseline and 15 months post-baseline | — |
Countries
England, United Kingdom
Contacts
Public ContactFacundo Herrera
Outcome results
None listed