%0 Journal Article
%T Broader impacts of an intervention to transform school environments on student behaviour and school functioning: post hoc analyses from the INCLUSIVE cluster randomised controlled trial
%J BMJ open
%D 2020
%A Bonell, Christopher
%A Dodd, Matthew
%A Allen, Elizabeth
%A Bevilacqua, Leonardo
%A McGowan, Jennifer
%A Opondo, Charles
%A Sturgess, Joanna
%A Elbourne, Diana
%A Warren, Emily
%A Viner, Russell M.
%V 10
%N 5
%P e031589-e031589
%X BACKGROUND: We have previously reported benefits for reduced bullying, smoking, alcohol and other drug use and mental health from a trial of 'Learning Together', an intervention that aimed to modify school environments and implement restorative practice and a social and emotional skill curriculum. OBJECTIVES: To conduct post hoc theory-driven analyses of broader impacts. DESIGN: Cluster randomised trial. SETTINGS: 40 state secondary schools in southern England. PARTICIPANTS: Students aged 11/12 years at baseline. OUTCOMES: Student self-reported measures at 24 and 36 months of: cyberbullying victimisation and perpetration; observations of other students perpetrating aggressive behaviours at school; own perpetration of aggressive behaviours in and outside school; perceived lack of safety at school; participation in school disciplinary procedures; truancy and e-cigarette use. RESULTS: We found evidence of multiple impacts on other health (reduced e-cigarette use, cyberbullying perpetration, perpetration of aggressive behaviours) and educational (reduced participation in school disciplinary procedures and truancy) outcomes. CONCLUSION: These analyses suggested that the intervention was effective in bringing about a broader range of beneficial outcomes, adding to the evidence that the intervention is a promising approach to promote adolescent health via an intervention that is attractive to schools. TRIAL REGISTRATION NUMBER: ISRCTN10751359. Language: en
%G en
%I BMJ Publishing Group
%@ 2044-6055
%U http://dx.doi.org/10.1136/bmjopen-2019-031589