ms.marissadonahue
Journal of Contextual Behavioral Science (JCBS)
Volume 36, April 2025
Authors
Atiyya Nisar, Richard C. Watkins, Duncan Gillard, Corinna F. Grindle, Paul A. Thompson, Jane Pegram, Richard P. Hastings
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.