Using fuzzy-set qualitative comparative analysis to explore causal pathways to reduced bullying in a whole-school intervention in a randomized controlled trial
Learning Together is a whole-school intervention, evaluated using a randomized controlled trial in southeast England, which reduced bullying and improved physical and mental health. This paper examines trial data using fuzzy-set qualitative comparative analysis to test hypotheses derived from embedded qualitative research about potential causal pathways. Analyses suggested that the intervention worked via three mechanisms: improving student commitment to school; improving student pro-social skills; and de-escalating conflict and bullying. Evidence also suggests that these mechanisms may have been activated via other resources in schools not receiving Learning Together resources. The analysis suggests which contextual features may be important for activating these mechanisms.
Item Type | Article |
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Elements ID | 182602 |
Date Deposited | 26 Aug 2022 17:01 |
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picture_as_pdf - Warren_etal_2022_Using-fuzzy-set-qualitative-comparative.pdf
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subject - Accepted Version
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error - This is an author accepted manuscript version of an article accepted for publication, and following peer review. Please be aware that minor differences may exist between this version and the final version if you wish to cite from it.
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- Available under Creative Commons: Attribution-NonCommercial-No Derivative Works 4.0