Factors affecting high school teacher adoption, sustainability, and fidelity to the “Youth@Work: Talking Safety” curriculum

Rauscher, Kimberly J.; Casteel, Carri; Bush, Diane; Myers, Daniel J.

doi:10.1002/ajim.22497

Cited by 11 publications

(23 citation statements)

References 24 publications

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“…Seventeen of the 24 studies were based in the United States (US), of which seven were studies of the Child and Adolescent Trial for Cardiovascular Health (CATC H) intervention [44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][60] and the remainder were from Norway [43,61], the Netherlands [62,63], Canada [64], England [65] and Germany [66].…”

Section: Study Characteristics Study Originmentioning

confidence: 99%

“…Five studies examined sustainability less than a year after the effectiveness evaluation [44,45,50,58,66]. Four were conducted 1 to 2 years later [47,61,63,65]; ten took place 2 to 5 years after the evaluation [47, 49, 50, 52, 53, 56-58, 61, 65] and five examined sustainability more than 5 years later [43,53,54,59,62].…”

Section: Timeframe Examinedmentioning

confidence: 99%

“…Six studies sampled several classroom teachers per school [44,45,50,52,64,65], and six of the CATCH studies sampled multiple staff members and/or schooldistrict level personnel per school [48,49,51,55,56,60] (see Additional file 7). Three studies sampled school principals only [43,62,66], four sampled one teacher or staff-member per school [47,54,59,63] and one sampled clinicians delivering the intervention plus school-district level personnel [46]. Three collected data from students [45,61,65], and one interviewed the research team implementing the intervention [45].…”

Section: Study Participantsmentioning

confidence: 99%

“…Youth@work: Talking Safety; Rauscher et al 2015 [54] 81% of teachers had taught the curriculum more than once since being trained in it, with a mean sustainability score of 10.1 (SD = 6.6, maximum score 18). The mean fidelity score was 2.1 (SD 2.2, maximum score 6).…”

mentioning

confidence: 99%

“…a CG1-20 schools who received a lower dose of CATCH at the end of the trial. b CG2-12 schools who did not receive the intervention [43,44,46,48,49,52,54,56,65] Staff roles in sustainability-how the professional roles of different staff contributed to sustainability processes.…”

mentioning

confidence: 99%

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The sustainability of public health interventions in schools: a systematic review

et al. 2020

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Background: The sustainability of school-based health interventions after external funds and/or other resources end has been relatively unexplored in comparison to health care. If effective interventions discontinue, new practices cannot reach wider student populations and investment in implementation is wasted. This review asked: What evidence exists about the sustainability of school-based public health interventions? Do schools sustain public health interventions once start-up funds end? What are the barriers and facilitators affecting the sustainability of public health interventions in schools in high-income countries? Methods: Seven bibliographic databases and 15 websites were searched. References and citations of included studies were searched, and experts and authors were contacted to identify relevant studies. We included reports published from 1996 onwards. References were screened on title/abstract, and those included were screened on full report. We conducted data extraction and appraisal using an existing tool. Extracted data were qualitatively synthesised for common themes, using May's General Theory of Implementation (2013) as a conceptual framework. Results: Of the 9677 unique references identified through database searching and other search strategies, 24 studies of 18 interventions were included in the review. No interventions were sustained in their entirety; all had some components that were sustained by some schools or staff, bar one that was completely discontinued. No discernible relationship was found between evidence of effectiveness and sustainability. Key facilitators included commitment/support from senior leaders, staff observing a positive impact on students' engagement and wellbeing, and staff confidence in delivering health promotion and belief in its value. Important contextual barriers emerged: the norm of prioritising educational outcomes under time and resource constraints, insufficient funding/ resources, staff turnover and a lack of ongoing training. Adaptation of the intervention to existing routines and changing contexts appeared to be part of the sustainability process. Conclusions: Existing evidence suggests that sustainability depends upon schools developing and retaining senior leaders and staff that are knowledgeable, skilled and motivated to continue delivering health promotion through ever-changing circumstances. Evidence of effectiveness did not appear to be an influential factor. However, methodologically stronger primary research, informed by theory, is needed.

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Section: Study Characteristics Study Originmentioning

confidence: 99%

Section: Timeframe Examinedmentioning

confidence: 99%

Section: Study Participantsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The sustainability of public health interventions in schools: a systematic review

et al. 2020

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Preparing Teens to Stay Safe and Healthy on the Job: a Multilevel Evaluation of the Talking Safety Curriculum for Middle Schools and High Schools

et al. 2019

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US adolescents experience a higher rate of largely preventable job-related injuries compared with adults. Safety education is considered critical to the prevention of these incidents. This study evaluates the effectiveness of a foundational curriculum from the National Institute for Occupational Safety and Health (NIOSH), Talking Safety, to change adolescents' workplace safety and health knowledge, attitude, subjective norm, self-efficacy, and behavioral intention to engage in workplace safety actions. The study also examines the impact of teacher fidelity of curriculum implementation on student outcomes. A multilevel evaluation, based on a modified theory of planned behavior, was conducted in 2016 with 1748 eighth-graders in Miami-Dade, Florida. Post-intervention, students had statistically significant increases (p < .05) in mean scores across outcomes: workplace safety knowledge (34%), attitude (5%), subjective norm (7%), selfefficacy (7%), and behavioral intention (7%). Consistent with theory, gains in attitude (b = 0.25, p < .001), subjective norm (b = 0.07, p < .01), and self-efficacy (b = 0.55, p < .001) were associated with gains in behavioral intention. Higher levels of implementation fidelity were associated with significant gains across outcome measures: knowledge (b = 0.60, p < .

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Sustainment of an Evidence-Based, Behavioral Health Curriculum in Schools

et al. 2022

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The development of evidence-based interventions (EBIs) for the prevention of behavioral health problems is well supported. However, limited data exist on the sustainability of EBIs once initial support has ceased. The current study assessed, at 2 years after initial start-up support: (1) What percent of schools sustained EBI implementation? (2) To what degree did sustaining schools implement the EBI with fidelity? (3) What were the primary reasons for not sustaining the EBI? (4) What theoretical and contextual factors during initial start-up support predicted sustainment of the EBI? The study used process evaluation data from the dissemination of the Botvin LifeSkills Training (LST) middle school program in 158 school districts (including 419 schools). Fifty-one percent of districts sustained the EBI and most of these sustaining districts reported following key fidelity guidelines. Primary reasons for discontinuing centered around low teacher or administrative support and turnover. Significant predictors of sustaining LST were higher ratings of LST’s complexity, benefit, and compatibility by teachers; more positive perceptions of organizational support from administrators; and smaller proportions of Black students. Results show that EBI sustainment and fidelity of implementation post-initial startup support are feasible, though likely not for all schools. Findings also suggest that cultivating support for the EBI among staff during start-up support may be helpful for sustainment and that social determinants of a school have a complex relationship with EBI sustainment. Future research should explore true causes of differences due to race/ethnicity as well as COVID-19 effects.

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Factors affecting high school teacher adoption, sustainability, and fidelity to the “Youth@Work: Talking Safety” curriculum

Abstract: Consistent with the literature, individual-level factors influenced teacher adoption and, to a lesser extent, sustainability, and fidelity to the Youth@Work: Talking Safety curriculum and should be considered in attempts to promote the curriculum's use in high schools.

Cited by 11 publications

References 24 publications

The sustainability of public health interventions in schools: a systematic review

The sustainability of public health interventions in schools: a systematic review

Preparing Teens to Stay Safe and Healthy on the Job: a Multilevel Evaluation of the Talking Safety Curriculum for Middle Schools and High Schools

Sustainment of an Evidence-Based, Behavioral Health Curriculum in Schools

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