Table 1 Description of the Project Respect intervention using TIDieR checklist items

Brief name

Project Respect

Why

We present the theory of change for Project Respect in Fig. 2. The intervention is underpinned by the theory of planned behaviour [93] and the social development model [94]. It is also supported by reviews which suggest that DRV interventions should challenge attitudes and perceived norms concerning gender stereotypes and violence as well as support the development of skills and control over behaviour [38]. Informed by the theory of planned behaviour, Project Respect will aim to reduce DRV by challenging student attitudes and perceived social norms about gender, appropriate behaviour in relationships, and violence; and by promoting student sense of control over their own behaviour. A key element of our theory of change is that attitudes and norms will be challenged not only via the student curriculum but also via actions at the level of the school environment to reduce gender-based harassment observable on the school site and increase school sanctions against gender-based harassment and DRV. Sense of control over behaviour will be promoted via the curriculum components focusing on communication and anger management skills. Informed by the social development model, Project Respect will enable student participation in curriculum lessons and leadership of campaigns in order to maximise learning, increase student bonding to school, and increase acceptance of school behavioural norms. The curriculum also aims to reduce DRV by promoting awareness of the Circle of 6 app [95] and local services, increasing the ability of those who experience DRV to seek support.

Project Respect, like the earlier Shifting Boundaries intervention [40], includes a curriculum as well as school-elements. Informed by Shifting Boundaries, the Project Respect curriculum addresses gender roles and healthy relationships and uses hotspot mapping to inform changes in staff patrols of school premises. Informed by the earlier Safe Dates intervention [96], which is primarily curriculum-based, the Project Respect curriculum includes a focus on gender roles, conflict management skills, norms, and help-seeking and incorporates a student-led campaign component.

What materials

Schools allocated to receive the intervention will be provided with various resources. Schools will receive a manual to guide delivery of the intervention. School staff will be offered training (see below) and participants will receive slides to guide delivery of an all-staff training they deliver. Parents of students will be given written information on the intervention and advice on preventing and responding to DRV. Students will be given the opportunity to download the ‘Circle of 6’ app which helps individuals contact friends or the police if threatened by/experiencing DRV. Schools will be provided with written lesson plans and slides to guide delivery of a classroom social and emotional skills curriculum targeting students aged 13–15 years which includes a student-led campaign element.

What procedures

Project Respect is a multi-component school-based universal prevention intervention. The intervention aims to address DRV perpetrated by young people of all genders in heterosexual or same-sex relationships. School policies and rules will be rewritten to ensure that they aim to prevent and respond to DRV and gender-based harassment. Areas on the school site that are identified through student and staff mapping exercises as ‘hotspots’ for DRV and gender-based harassment will be patrolled by staff to prevent and respond to incidents. Responses will include appropriate sanctions for perpetration, support for victims and referral of victims or perpetrators to specialist services where necessary.

The curriculum will include lessons that focus on (1) challenging gender norms; (2) defining healthy relationships; (3) inter-personal boundaries, consent, and mapping ‘hotspots’ for gender-based harassment and DRV on the school site; (4) how students can help a friend they are worried about, and empowering students to run campaigns challenging gender-based harassment and DRV; (5) communication and anger management skills relating to relationships; and (6) accessing local services relating to DRV and reviewing student-led campaign ideas. Learning activities will include: information provision; whole class discussions; video vignettes to help students identify abusive behaviours and relationships; quizzes; role plays and exercises; and cooperative planning and review of student-led campaigns. Schools that are randomly allocated to the intervention will be asked to continue with usual provision in addition to implementing the Project Respect intervention.

Who provides

School staff will implement the intervention with support from the NPSCC. Training will be provided by NSPCC for senior leadership and other key school staff to enable them to plan and deliver the intervention in their schools and review school rules and policies to help prevent and respond to DRV and gender-based harassment, and increase staff presence in ‘hotspots’ for these behaviours. Training will then be provided by these trained school staff for all other school staff in safeguarding to prevent, recognise and respond to gender-based harassment and DRV. The NSPCC will further support intervention delivery by offering advice sessions of up to one hour per week to intervention schools.

How

All intervention components will be delivered face-to-face and at the group level.

Where

All components will be delivered on school premises.

When and how much

Training by NSPCC will be provided in a 2–3-h session. Training within the school will be provided in a 60–90-min session. Policy review and hotspot mapping will occur in one or more school management meetings. School patrols will occur throughout the school year. The intervention curriculum will comprise six sessions in year 9 and two booster sessions for the same cohort in year 10, a relatively small number of lessons both years to ensure that the curriculum can be implemented in busy school timetables.

As described in the ‘Research design’ section above, lessons in this pilot study will be delivered to students in years 9 and 10 during the same school year rather than to the same cohort over two years.

Tailoring

The intervention will not be tailored.

How well (planned fidelity assessment)

As described in the ‘Process evaluation’ section below, fidelity will be assessed via audio-recordings of the NSPCC-delivered and all-staff trainings, logbooks completed by teaching staff delivering curriculum sessions, structured observations of a randomly selected session per school of one curriculum lesson, interviews with the NSPCC trainer(s) and interviews with intervention school staff.