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Implementing a Digital Depression Prevention Program in Australian Secondary Schools: Cross-Sectional Qualitative
Joanne R Beames1, Aliza Werner-Seidler1, Michael Hodgins2
1Black Dog Institute, University of New South Wales, Sydney, NSW, Australia.
School staff identified key factors for implementing digital depression prevention programs. Active leadership, counselor involvement, and addressing student engagement are crucial for successful, large-scale school mental health initiatives.
Area of Science:
- Adolescent mental health
- Digital health interventions
- School-based programs
Background:
- Adolescent depression has long-term negative outcomes.
- Digital programs are increasingly used in schools for mental health.
- Understanding contextual factors is vital for scaling digital mental health programs in schools.
Purpose of the Study:
- To examine contextual factors influencing the implementation of the Future Proofing Program (FPP).
- To understand school staff perspectives on delivering a digital depression prevention app to adolescents.
- To evaluate the feasibility of preventing adolescent depression at scale using digital tools.
Main Methods:
- Qualitative interviews with 23 school staff across 20 schools.
- Interviews guided by a theory-driven logic model.
- Reflexive thematic analysis using deductive and inductive coding.
Main Results:
- School staff viewed the FPP as innovative and timely.
- Active leadership and counselor involvement were key for planning and engagement.
- Barriers included low student engagement and staff availability, impacting future implementation.
Conclusions:
- Four main themes emerged regarding program implementation and barriers.
- Recommendations are proposed for future large-scale digital mental health program implementation in schools.
- Findings aim to facilitate organizational change for digital mental health program adoption.
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