A Research-Practitioner Partnership to Develop "Well Connected: A High School Wellness Program"

• In Event: School Well-Being: Central Determinants and Effects

Abstract

Though wellness and mental health are increasingly recognized as a precursor for academic and postsecondary success, there are relatively few programs to address promotion of wellness and mental health in American high schools. This presentation focuses on a research-practitioner partnership that was formed to develop “Well Connected: A School Community Wellness Program”.
This mixed-methods study employed both open- and closed-ended surveys (Year 1; 2020-21), administrator interviews, and teacher and student focus groups (Years 2-3) to guide the development and refinement of program content. In Year 1, quarterly anonymous survey data were collected from up to 9,434 students and 242 teachers across 17 high schools. There were 1,029 teacher qualitative responses focused on lesson-specific program content. Qualitative data were collected in 2 high schools in Year 2 and in 4 high schools in Year 3 (2022-23). Administrator interviews focused on school level implementation, whereas student and teacher focus groups addressed implementation fidelity, barriers and facilitators of student engagement, professional supports needed by teachers, and creative ways to promote student leadership in content delivery. During the 2023-24 school year, the Well Connected curriculum will be implemented in 4 high schools; 80 9th and 10th grade teachers will be consented to engage in data collection. Teachers will be randomized to either receive coaching or implement without coaching supports.
Taken together, these mixed-methods data provided insight on core elements for inclusion in a wellness curriculum for students and staff. Regarding student lessons, guidance on content that was most and least well received was utilized to refine lessons and to expand the scope and sequence to 48 lessons implemented across 2 years (i.e., 24 each year). Survey feedback from students and teachers helped to determine and refine student engagement strategies. Surveys also assessed the desired frequency and duration of lessons and indicated that 45 minutes or less would be the most widely accepted; these findings were applied to policy decisions by the partnering district on implementation expectations. To more broadly assess the comfort, feasibility, and acceptability of content, surveys showed that 60% students and over 70% of teachers were moderately to very comfortable with the idea of open discussions about wellness at the start of the first year, with increases over the year reflecting a positive response to refinements made. Challenges with consistent implementation were identified through interviews with administrators and focus groups with students and teachers (separately) as well as through research team contacts with the schools. These qualitative measures indicated variability within schools in teacher implementation, and identified determinants of fidelity, including administrative support and communication, logistics that helped or hindered implementation, teacher needs for skill development and buy-in. Focus groups also indicated variation in student receptivity to the content and possible developmental considerations about student readiness to receive and use the skills being taught. These findings were applied to the development of teacher training, implementation support materials (e.g., modules to support unit-based teacher preparation), and the coaching model. Implications and recommendations for other school-based wellness programs will be provided during the discussion.

Authors

• Elise T. Pas, Johns Hopkins University

• Katrina Debnam, University of Virginia

• Jessika Bottiani, University of Virginia

• Catherine P. Bradshaw, University of Virginia