| Abstract: | This study assessed the outcomes of a buddy support scheme designed to increase the capacity of secondary schools to adopt a whole school approach to improving the well-being of students and to enhance uptake of MindMatters. The scheme supported schools implementing MindMatters, forming partnerships, and creating links with health services, organisations and community groups. The results showed that intervention schools were significantly more likely to ensure internal support by assigning a person responsible for MindMatters (90% vs 38%), forming a core team (79% vs 21%), reporting changes (94% vs 26%) and connectedness (100% vs 21%) and continuing MindMatters implementation (90% vs 33%) than non-intervention schools. They also reported positive outcomes in student and community participation, policy development and implementation. The results indicated the usefulness of the scheme and a plausible contribution to a greater level of sustainable changes than standard delivery of MindMatters. To assess the impact, further investigation with a larger sample is needed. |
