Table 3 Acceptability and feasibility data at the cluster and individual levels

Acceptability of RECALL intervention and its manual to health professionals and teachers

Measures of compliance and fidelity.

Qualitative data:

• Semi-structured interviews

• Comments on intervention logs

• Feedback from pre-study training provided for health professionals.

Compliance

Number of sessions delivered in each cluster

Qualitative data from semi-structured interviews including reasons for any sessions not being completed.

Fidelity

Structured observations by research team following Carroll et al. (2007)

Research team records of any advice given.

–

Recruitment, consent and sampling procedures

Number and proportion of schools:

• Meeting eligibility criteria

• Approached

• Principals who consent

• Teachers who consent

Number and proportion of children identified by teachers in each of the 3 sub-groups.

Number and proportion of parents who consent

Attendance levels and loss to follow-up.

Number of completed interventions

Number of standardised assessments, teacher rating scales and parent rating scales completed post-intervention

Acceptability of randomisation

School consent rates and reasons given for participation/non-participation.

Qualitative data: teachers’ perspectives on random allocation.

Acceptability of active control intervention as a comparator to RECALL

–

Qualitative data: health professionals’ perspectives on similarities/differences between the programmes. Observations of delivery by research team.

Exploration of education as usual

–

Qualitative data–semi-structured interviews with teachers in the education as usual control arm.

Acceptability of outcome measures for the children, teachers and RISE teams

–

Number of completed assessments for each child at each time point

Number lost to follow-up and reasons why if possible

Quality of audio-data will be reviewed

Qualitative data: semi-structured interviews

Unexpected adverse effects

Blinding