Development and modelling of a school‑based mental health intervention: the co‑production of the R.E.A.C.T. programme

Ruth D. Neill, Katrina Lloyd, Paul Best, Janet Williamson, Jack Allen, Mark Tully

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
27 Downloads (Pure)


The lack of effective school-based interventions for addressing mental health issues and psychological well-being in young people, particularly those with stakeholder involvement, for reducing test anxiety in adolescents has caused a call for interventions to be developed through the process of co-production with the key stakeholders, i.e. teachers and students. The purpose of this paper is to present the development and modelling of a coproduced school-based intervention to improve mental health and psychological well-being in adolescents in the post-primary setting. The intervention was developed through a six step co-production model. This included an extensive evidence review, interviews (n=7), focus groups (n=6), observations in three school settings and initial modelling of the intervention programme and resources in the co-research partner school. Findings were used to identify the preferred structure and content of the intervention. A six-week intervention for 12–14 year olds was co-produced along with relevant teacher resources and student work books. The intervention consisting of a psycho-educational component and physical activity component underpinned by cognitive, behavioural and self-regulation theories aimed to reduce test anxiety and improve psychological well-being. The co-production model was a successful series of six steps used to create and refine the intervention. The programme represents a theoretically informed intervention comprising multiple components. This study contributes to a better understanding of the determinants of mental health issues among young people and how an intervention can be effectively co-produced. The results suggest that a feasibility study is warranted with teachers delivering the programme.
Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalCurrent Psychology
Issue number10
Early online date1 Jun 2022
Publication statusPublished (in print/issue) - 1 Jun 2022

Bibliographical note

Funding Information:
This research was funded by Queen’s University CESI PhD Studentship. The authors would like to thank all schools, teachers and students involved in the development of the intervention. In addition, the authors would like to thank Jessica Hassan and Catherine Latimer for their valuable input.

Publisher Copyright:
© 2022, The Author(s).


  • Intervention
  • Development
  • Adolescent mental health
  • Usability testing
  • Co-production


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