A protocol for a critical realist systematic synthesis of ~interventions to~ promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries

Pamela Ann Abbott* (Corresponding Author), Rachel Shanks, Isabel Stanley, Lucia D’Ambruoso

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Introduction: The review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils’ mental wellbeing. Our initial programme theory hypothesises that pupils’ (and teachers’) responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the ‘school climate’ in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions.

Methods and analysis: A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate.

Discussion: The review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils’ wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.

PROSPERO registration number CRD42023417735
Original languageEnglish
JournalPloS ONE
DOIs
Publication statusAccepted/In press - 23 May 2023

Bibliographical note

Open Access via the PLOS OA Agreement

Funding
The research is funded by the National Institute for Health and Care Research (NIHR133712) using UK aid from the UK Government to support global health research.

Keywords

  • School climate
  • school environment
  • school culture
  • wellbeing
  • children and adolescents
  • critical realism
  • complexity theory

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