Investigating implementation support for the Connect Personal, Social, Health and Economic (PSHE) Programme

INTERVENTION: Connect PSHE, is a health and well‐being programme for primary school pupils, informed by psychological theory and research. The programme is manualised and delivered to pupils by teachers through weekly lessons. Connect is built on the Discover, Noticer, Advisor and Values (DNA‐V) model, which is an Acceptance and Commitment Therapy (ACT) model for children. ACT is a mindfulness‐based behaviour therapy which seeks to enhance psychological flexibility. The curriculum focuses on building skills in four key areas, to facilitate the development of pupils’ psychological flexibility and subsequently improve their well‐being outcomes. This is achieved through engaging pupils with six key well‐being behaviours: connecting with others, challenging oneself, giving to others, exercising, embracing the moment and self‐care. This feasibility study will evaluate pupils’ well‐being outcomes following the delivery of Connect with standard training versus Connect delivered with additional support for teachers. Implementation fidelity will also be monitored, as this is established as a key factor for the success of interventions in improving outcomes. All schools participating in the trial will receive the basic set up training for Connect PSHE (1.5 days). This will constitute: 1. 1 day of online ACT training for teachers. These sessions will be experiential and focused on helping teachers develop personal psychological flexibility 2. A 3 h live webinar on the Connect curriculum and the DNA‐V model All schools will also be able to access the standard level of support for Connect PSHE, which is the online support forum and resources toolbox. Half of the schools in the trial will receive ad CONDITION: Mental well‐being in primary school pupils ; Mental and Behavioural Disorders PRIMARY OUTCOME: 1. Self‐reported pupil well‐being measured using the Me and My Feelings/Me and My School Questionnaire (Anna Freud Centre) at baseline and follow‐up SECONDARY OUTCOME: ; 1. Self‐reported pupil well‐being measured using the How I Feel About My School (HIFAMS) Questionnaire (Allen et al, 2017) at baseline and follow‐up; 2. Teacher‐reported pupil well‐being measured using the Teacher Strengths and Difficulties Questionnaire (T‐SDQ) at baseline and follow‐up; 3. Intervention fidelity measured using a 7‐item session checklist completed by teachers after delivering each session of Connect PSHE over the 6 month intervention period; INCLUSION CRITERIA: Key Stage 2 pupils (aged 7‐11) at mainstream primary schools in North Wales