School-based mental health interventions: a feasibility study of the R.E.A.C.T. programme
Bibliographic record
Abstract
School examinations and assessments in the school setting can cause increased anxiety and may lead to the development of mental health issues. Early intervention has been suggested to combat stress and mental health issues in adolescents. The present study investigated the feasibility of implementing the multi-component R.E.A.C.T. (Reducing Exam Anxiety through Activity and Coping Techniques) intervention, an educational and physical activity-based programme aimed at reducing test anxiety and improving well-being. Outcomes were measured at baseline and post-intervention. The feasibility was explored through programme feedback, observations, a focus group and interviews. Data analysis was conducted through thematic analysis and statistical analysis (descriptive and Wilcoxon Rank Tests). A total of 199 students and 3 teachers from Northern Ireland took part in the study. Findings indicated that the intervention was feasible to be delivered with teachers. Both students and teachers found the programme engaging and described it as enjoyable and beneficial, reporting that it facilitated discussion on mental health and that students felt less anxious around examination periods. Finally, the R.E.A.C.T. programme was shown to be acceptable to be delivered as part of pastoral care or personal development programmes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".