Implementation considerations for a school-based digital health intervention: school staff perspectives.

Area of Science:

• Adolescent mental health research
• Digital health interventions
• Educational psychology

Background:

• Adolescents in Aotearoa New Zealand (NZ) experience increasing mental health issues.
• School support systems are strained, necessitating scalable solutions.
• Digital mental health interventions (DMHIs) are cost-effective but understudied in NZ schools, especially for diverse populations.

Purpose of the Study:

• To explore qualitative aspects of implementing the Whitu for Schools (WFS) digital wellbeing app in NZ secondary schools.
• To understand staff perspectives on facilitators and barriers to DMHI adoption in educational settings.
• To identify key considerations for effective and equitable implementation of digital mental health tools for youth.

Main Methods:

• Qualitative study design utilizing semi-structured interviews.
• 12 high school staff members from 12 North Island secondary schools participated.
• The Exploration, Preparation, Implementation, Sustainment (EPIS) framework guided the inquiry.

Main Results:

• Participants reported rising student mental health needs and inadequate support.
• WFS was perceived as a timely, accessible intervention with culturally relevant content.
• Implementation challenges included digital access, school policies (e.g., phone bans), staff digital literacy, and sustaining engagement.
• Equity concerns arose regarding potential reinforcement of digital divides.

Conclusions:

• WFS shows potential for school-based digital wellbeing support.
• Successful implementation hinges on contextual adaptation, staff/leadership support, and equity-focused infrastructure.
• Co-design, relational engagement, and continuous adaptation are crucial for meeting the diverse needs of NZ youth (rangatahi).