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NICE Underpinning Review
The authors state:
"The review aimed to answer the following questions:
1. Are universal classroom-based interventions acceptable to the children and young people receiving them, their parents or carers and to those delivering them?
2. What are the barriers and facilitators to using universal classroom-based interventions to promote social, emotional and mental wellbeing in children and young people?"
The authors state:
"The committee agreed that it was very important to contextualise some of the subthemes formed from the qualitative evidence base. For example, perceptions of the programme were self-reported and should not be used as measures of programme effectiveness. Additionally, some of the findings from the ‘training, coaching and feedback’ sub-theme were specifically linked to the PATHS intervention and had limited generalisability. Furthermore, teachers liking the prescriptive nature of interventions (identified in the ‘programme structure’ subtheme) only tended to apply to those who were new to delivering the intervention. Issues surrounding over-prescriptiveness have been identified in the wider literature. Finally, the committee identified ’programme implementation’ as an important sub-theme, which was explored extensively in process evaluations conducted by the Education Endowment Fund. These process evaluations were captured in grey literature searches. Overall, the committee agreed that the themes identified in this review mostly resonated with their experience of these programmes and the way that teachers and children and young people experience them."