Key themes in the intervention components analysis
| Key theme | Components within theme | Bullying Literature Project | Gatehouse | Learning to Read in a Healing Classroom | LIFT | Positive Action | PATHS | 4Rs | Second Step | Steps to Respect | Youth Matters |
| Approach to integration | Literature: did interventions use literature and language arts as the key vehicle for delivery? Local development: did interventions support teachers to link health education across academic subjects in each school? Linking to developmental concerns: did interventions link academic education and personal health and development? | Literature: use of children’s books as basis for lessons | Literature: English classes used as a key vehicle for delivery of cognitive behavioural content relating to emotional learning and self-regulation Linking to developmental concerns: underlying the theory of change was a connection between school health and well-being and academic attainment, and the need to create ‘healthy’ schools | Literature: use of reading and language arts lessons to support socioemotional learning by providing lesson plans | Linking to developmental concerns: study skills were presented alongside socioemotional learning skills, such as empathy and how to play with peers. This content was restricted to the year 6 arm of the intervention | Local development: teachers are supported to integrate health education lessons (both social–emotional learning and health and well-being, eg, hygiene) throughout academic learning Linking to developmental concerns: key aspect of theory of change is linking academic achievement with physical and mental health and well-being, character development | Linking to developmental concerns: content on social–emotional learning was presented alongside study skills in later years of the programme Literature: English (but also history and social studies classes) was used as a key opportunity to reinforce concepts taught in discrete manualised social–emotional learning lessons | Literature: the intervention centres on a literacy-based curriculum relating conflict resolution and social–emotional learning to children’s literature | Local development: social–emotional learning is integrated into academic lessons alongside a manualised programme of content relating specifically to bullying, problem-solving, emotional regulation content and multimedia resources | Literature: the classroom component of this intervention relates to a programme of literature-based lessons designed to convey antibullying messages | Literature: stories are used to discuss healthy relationships, resistance to bullying and aggressive behaviours, and to practice skills, including via projects relating to literacy lessons |
| Domains of integration | Classroom: did interventions focus on the classroom? Classroom and whole school: did interventions include whole-school change components alongside classroom components? Classroom, whole-school and external domains: did interventions also include parent engagement alongside classroom and whole-school components? | Classroom: focus on classroom teaching only via book reading and accompanying activities | Classroom and whole-school domains: in addition to classroom learning strategies, a school health team supported by eternal consultants sought to identify ways to improve school climate to promote health and well-being | Classroom and whole-school domains: in addition to lesson plans to support classroom teaching, pedagogic circles facilitated school meetings led to exchange of ideas on how to improve school climate | Classroom, whole-school and external domains: in addition to supporting study skills alongside social–emotional learning, parents received a series of parenting classes and teachers were encouraged to communicate with parents via a phone line recorded message | Classroom, whole-school and external domains: in addition to extensively manualised lessons, a school climate team was assembled as part of the intervention with a schoolwide ‘champion’ for intervention implementation. Parents are also involved through homework and ‘take-home’ assignments, as well as community engagement, though this was not a feature in the Chicago trial | Classroom, whole-school and external domains: manualised lessons relating to social– emotional learning and self-regulation are accompanied with school-wide implementation to promote generalised positive norms and parent information | Classroom: teachers receive substantial professional development to implement the intervention using specific materials prepared as part of the intervention | Classroom: intervention delivered in the classroom context specifically | Classroom and whole-school domains: in addition to classroom literacy-based learning, a whole-school policy team developed school-wide responses to bullying | Classroom and whole-school domains: lessons delivered in the classroom context, but whole-school events ‘showcasing’ work part of the intervention activities |
| Degree of integration | Did interventions include full or partial integration of health education alongside academic education? | Full integration: lessons designed to develop literacy skills | Full integration: the use of ‘critical literacy’ to convey social–emotional learning was seamlessly integrated into English classes | Full integration: lessons designed to integrate social–emotional learning into enhanced provision of reading and literacy | Partial integration: the intervention was set apart from other academic learning | Partial integration: discrete lessons relating to Positive Action are presented as part of the intervention | Partial integration: manualised intervention lessons presented alongside academic content | Full integration: learning is presented alongside literature and reading lessons | Partial integration: separate lessons for intervention content are presented alongside integration | Full integration: lessons designed to address key literacy goals | Full integration: intervention ‘led’ by literacy and literature content |
| Timing of integration | Were interventions 1 year or multiple years in duration? | 1 year | Multiple years | Multiple years | 1 year | Multiple years | Multiple years | Multiple years | Multiple years | Multiple years/1 year | Multiple years |