Adding implementation support to a universal Acceptance and Commitment Therapy-based school well-being intervention: A cluster-randomised controlled trial

Abstract

Implementation support is a key factor in the success of school-based well-being programmes. To assess the impact on children's well-being of providing additional implementation support for staff delivering a universal Acceptance and Commitment Therapy informed well-being curriculum (‘Connect PSHE’) compared to delivery without support. Twenty schools were recruited and randomised to deliver Connect PSHE with additional support (n = 10; n = 323 children) or Connect PSHE with the standard support (n = 10; n = 422 children). A two-arm, parallel-group cluster-randomised (schools as clusters) controlled trial design was utilised. Additional implementation support had no impact on the primary well-being measure (Me and My Feelings scale) at post-test (β = 0.22, 95 % CI [-0.59, 1.03], p = 0.59). Small improvements were observed in the additional support arm for two subscales of the Strengths and Difficulties Questionnaire. Overall, both trial arms were associated with improvements in children's well-being. Connect PSHE is a promising well-being programme suitable for testing in additional research.