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Table 1 Summary of interventions reporting on process

From: Interventions integrating health and academic interventions to prevent substance use and violence: a systematic review and synthesis of process evaluations

Intervention name

Description of intervention

Location

Targeted grade of participants

Process data collected on

Report

Reading Writing, Respect and Resolution (4Rs)

A literacy-based social-emotional learning curriculum for elementary school students. There are two components: (1) a seven-unit, 21–35 lesson literacy-based curriculum in conflict resolution and social-emotional learning for children in primary school (to grade five); and (2) intensive professional development for teachers.

USA

Kindergarten to grade 5

Fidelity and acceptability

Sung [39]

DRACON

This intervention uses drama to develop cognitive understanding of conflict and bullying and to empower students to manage their own conflict, both personally and within the broader school community.

Australia

Primary and secondary school students

Implementation, mechanisms of change, acceptability and context

O’Toole [37]

English classes (no name)

Teachers were trained and, working in pairs in the summer, they developed integrated health/English material, with a specific emphasis on the prevention of drug and alcohol use.

USA

Grades 8 and 9

Fidelity, acceptability, quality and mechanisms of change

Holcomb and Denk [43]

Hashish and Marijuana

The goal of the curriculum is to develop scientific knowledge of hashish and marijuana and to strengthen students’ problem-solving and decision-making skills through both didactic and participatory learning approaches.

Israel

Upper secondary school

Implementation

Zoller and Weiss [40]

Infused-Life Skills Training (I-LST)

A substance abuse prevention and competency curriculum that focuses on social and psychological protective factors affecting substance use. It is integrated into the existing subject curriculum by the classroom teachers.

USA

Middle/junior high school

Fidelity, quality, dose and acceptability

Bechtel et al. [42]

Kids, Adults Together (KAT)

The intervention aims to reduce drinking and antisocial behaviours in young people through a classroom curriculum, a parent evening and follow-up family activities.

UK

Grades 5 and 6

Acceptability and satisfaction

Rothwell and Segrott [33]

Fidelity, reach and mechanisms of change

Segrott et al. [44]

Peaceful Panels

Throughout art classes, students participated in anti-bullying lessons (from the Second Step programme for eighth grade students on empathy and communication in handling a grievance) and comic-making lessons. They then prepared artwork to demonstrate their understanding of how to resolve conflict.

USA

Grades 8 and 9

Acceptability and satisfaction

Wales [45]

Positive Action

Positive Action is a social-emotional and character development intervention aimed at encouraging positive behaviours through positive thoughts and actions. Lessons cover six units: self-concept; positive actions for mind and body; positive social-emotional actions; managing oneself; being honest with oneself; and continually improving oneself.

USA

Kindergarten to grade 12

Coverage and acceptability

Beets [31, 32]

Acceptability and satisfaction

Beets [32]

USA

Implementation, fidelity, dosage and quality

Malloy et al. [41]

Promoting Alternative Thinking Strategies (PATHS)

An intervention to reduce conflict by improving students’ social-emotional and thinking skills through a curriculum, the establishment of a positive classroom environment and generalised positive social norms throughout the school environment.

USA

Kindergarten to grade 5

Quality, coverage (dose) and context

Ransford et al. [38]

Roots of Empathy

An intervention that brings a visiting baby and their parent into a classroom as a springboard for learning empathy. Students learn messages of social inclusion, respect, how to build consensus, how to contribute to a safe and caring classroom and develop emotional literacy.

Australia

Grades 1–9

Implementation, mechanisms of change and acceptability

Cain and Carnellor [34]

Canada

Implementation and context

Hanson [30]

UK

Steps to Respect

This is an anti-bullying intervention with both school-wide and classroom components. The School-wide components create new disciplinary policies for bullying and improve monitoring of and intervention in bullying. Classroom curricula positive social norms and improve social–emotional skills for better engagement with bullying.

USA

Grades 3–6

Fidelity, context and acceptability

Low et al. [36]

The Gatehouse Project

Through teaching a curriculum and establishing a school-wide adolescent health team, Gatehouse aims to: build a sense of security and trust in students; enhance skills and opportunities for good communication; and build a sense of positive regard through participation in school life.

Australia

Grade 8

Coverage, quality and mechanisms of change

Bond et al. [35]