Collaborative Process Research Articles

Young People’s Diversity and Digital Media: A Systematic Review (2010–2022)

Youth is not a homogeneous group. With this motto in mind, YouNDigital aims to study youth, their engagement with news, and digital citizenship dynamics. One of the core elements of the project is a digital newsroom, a space for meeting and exploring digital citizenship and news, considering the significant disparities that characterise individuals in this group. In order to better understand the target groups and to support the decisions regarding the development of the youth-led digital newsroom, the research team carried out a systematic literature review focused on youth, digital citizenship, diversity, and different methodological approaches. This article explores the outcomes of the systematic literature review, particularly delving into the data gathered in one of the subclusters (Diversities). Findings underscore the challenges of inclusivity and diversity and the need for tailored media and digital literacy interventions that consider cultural differences, socioeconomic factors, and evolving technological landscapes. They also highlight the difficulties, as well as the positive results, of using digital tools and strategies to trigger learning and motivational processes for diverse audiences—digital tools that rely on media creation, creativity, critical thinking, and collaboration can promote the empowerment and inclusion of youth from distinct backgrounds, bridging the gap between their realities and citizenship experiences. For research teams, the findings point out that involvement in collaborative, immersive, and participatory processes anchored on sustained literature review processes can encourage distancing preconceptions while bringing them closer to research participants. The article contributes to discussions regarding the potential and the challenges of considering youth’s diverse backgrounds through pillars such as co-creation or inclusive design, and the urgency of mitigating youth social and digital exclusion in order to enhance democratic participation.

Developmental evaluation of the healthy futures of Texas' puberty curriculum: On My Way.

This paper describes a developmental evaluation (DE) of a pilot of a puberty curriculum that was implemented in grades four to six in San Antonio, Texas. The pilot evaluation assessed the initial feasibility and acceptability of curricular components. The DE framework guided the questions in an ever-changing environment where new tools were created as the situation called for them (10). The evaluation team utilized purposive sampling methods, surveys, and facilitator notes to guide the collaborative process. Both Google and Microsoft platforms were used for analysis and collection of findings. Facilitator notes and surveys revealed that while comfortable leading sessions, there were still issues in timing and student comprehension. From a student's point of view, while many (60%) reported feeling uncomfortable during lessons, a greater majority (80%) reported learning something from the sessions. DE was a crucial piece of the pilot sessions and revision process despite any limitations. A user-focused and adaptable evaluation generated greater opportunities for positive change within the curriculum and its delivery.

Empowering Students through a Digital Badge in UDL

Student empowerment is increasingly recognized as essential for fostering meaningful learning experiences and cultivating engaged citizens. This paper delves into the concepts of empowerment within the educational context, emphasizing the pivotal role of Universal Design for Learning (UDL) in promoting student agency and inclusivity. By illuminating the challenges and opportunities associated with student empowerment, the paper highlights the imperative of fostering a culture of partnership and active engagement among students and educators alike. Building upon the success of UDL initiatives in Ireland, such as the UDL Digital Badge, the paper introduces a novel initiative— the UDL Digital Badge for Students. Through a collaborative design process involving students and educators, the course aims to equip students with the knowledge, skills, and resources to advocate for inclusive learning environments and navigate the complexities of modern education. By embracing principles of equity, flexibility, and community, the course seeks to empower students to become active participants in shaping their educational journey and effecting positive change within their institutions.​

A Platform for Connectivity and Synergy between Parents and Teachers of Children with Autism

Collaboration between parents and teachers of Children with Autism (CWA) is emphasized for effective education while the communication gap between both sides impedes it. The lack of specially designed tools to supplement the collaboration process in low-resource settings led us to initiate the research to design a platform for facilitating the synergy between both parties. This qualitative research was conducted in two phases where Phase I interviewed n=10 participants (parent=5, teacher=5). They emphasized personalized communication, maintaining privacy and accountability, and school authority’s role in ensuring meaningful communication ideating three design guidelines. The prototype was developed accordingly and evaluated in Phase II with n=18 (parent=8, teacher=10) participants. They shared different use cases of the application, suggested modifications, and recommended new features. The work presents the parents and teachers of CWA with a platform to connect and synchronize their efforts and provides the HCI researchers contextual design considerations while designing for resource-constrained communities in Global South.

A Qualitative Study of the Experiences and Perceptions of Korean Undergraduates Regarding Two-Stage Examinations

Researchers have recognized collaborative problem-solving as a key competency for addressing sustainability challenges through creative and holistic approaches. Nevertheless, transforming traditional individual assessments into collaborative examinations to improve collaborative problem-solving is challenging. This study examines the experiences and perceptions of Korean undergraduates regarding two-stage examinations comprising individual and team components. Semi-structured interviews with nine students yielded results in eighteen subthemes categorized into four themes: process, positive aspects, negative aspects, and action items for support. Participants experienced a dynamic, collaborative problem-solving process through two-stage examinations; reported positive aspects, such as improved grades, learning opportunities, immediate feedback, and reduced test anxiety; and negative aspects, such as the burden of teamwork. As the first qualitative study of students’ perceptions of two-stage exams, this research explores transformative assessment practices that enhance collaborative problem-solving skills crucial for addressing global sustainability challenges. Furthermore, to promote collaborative assessments, this study discusses implications for educators planning to use two-stage examinations and offers suggestions for future research.

Towards Equitable Artscience Collaborations: Synthesizing Performance Art and Social Psychology for Social Change

Abstract The article proposes a novel model for ArtScience collaborations that is based on more equal collaborations. With better power balance, artists and scientists can together create projects that truly synthesize their fields. Additionally, it is suggested that these collaborations can significantly contribute to social change through socially engaged research. The article focuses on the transformative potential of the collaboration process itself. The presented case study is the authors' collaboration in creating hybrids of participatory performance art and social psychology experiments. It contributes new methodological approaches to the expanding field of ArtScience collaborations.

Competence in Unsustainability Resolution—A New Paradigm

Environmental unsustainability in coupled human–nature systems is accumulating. Yet, there is no accreditation requirement for unsustainability resolution competency in higher education. Thus, a new and complete representation of the pedagogy for unsustainability resolution competence has been induced, using what is already available and working. The nature of unsustainability problems points to collaboration and holism attitudes. Resolution requires social skills, namely participation, perspective taking, and the generation of social capital, and cognitive skills, namely project management, knowledge building, and modeling. Resolution is scaffolded in three successive steps during the collaborative process within a systems approach: (i) collapse complexity; (ii) select a path/trajectory; and (iii) operationalize a plan. The hierarchically cumulative abilities toward unsustainability resolution competence are to source data and information about the coupled human–nature system (SEARCH); simplify the dynamics of the human–nature system (SIMULATE); generate and test alternative paths and end points for the coupled human–nature system (STRATEGIZE); chose a favorable path among the available alternatives (SELECT); operationalize the favorable path into a plan (strategy–program–project) with measurable management and policy objectives (IMPLEMENT); and develop criteria/indicators to monitor and adjust when necessary the implementation of the plan toward system goals (STEER). For each one of these learning objectives, the Bloom’s taxonomy and a progression from behaviorist through cognitivist to constructivist tools apply. The development of mastery requires the comparison and contrast of many similar cases with the same unsustainability problem and project-based learning with specific cases for deep learning. In this way, it is the resolutions of unsustainability in human–nature systems that will be accumulating.

Abstract B083: Community-based knowledge-to-action translation to improve early detection of prostate cancer among Black individuals

Abstract Introduction: Black individuals have 70-80% higher incidence and 120% higher mortality from prostate cancer when compared to all other groups in the US. This is the largest racial disparity in cancer-related mortality in the US and has persisted over the last five decades despite improvements in the diagnosis and treatment of prostate cancer. Our previous work demonstrated that intensified screening practices could reduce prostate cancer mortality among Black individuals. Challenges impede the translation of these findings into real-world interventions and practices. The objective of this study was to design a patient-centered and culturally tailored knowledge toolkit to improve the knowledge and awareness of prostate-specific antigen (PSA) testing in Black individuals to facilitate informed shared-decision making between Black patients and primary care providers. Methods: Using a community-partnered participatory research approach, we convened a working group of Black prostate cancer survivors and community advocates, and clinicians, researchers, and health communications specialists. During monthly meetings, the working group followed Graham’s Knowledge-to-Action framework to synthesize information from: 1) peer-reviewed literature on the use of shared decision-making aids; 2) interviews conducted by our research team with Black individuals regarding barriers and facilitators to access PSA testing; and 3) community input on PSA testing and prostate cancer early detection. We then facilitated four iterative design sessions with the working group to develop recommendations for toolkit content, framing, and format. Results: With the working group, we designed a comprehensive set of resources to increase knowledge and awareness of PSA testing for early detection of prostate cancer among Black individuals. The design framework includes detailed recommendations on the content, framing, and format for resources contained in the toolkit. Recommendations encompass: 1) interactive web-based documents that cover comprehensive information about prostate cancer risk and screening; 2) printable shared decision-making documents that present evidence-based information about the use of PSA testing to guide conversations between Black individuals and their primary care providers; and 3) educational videos focused on prostate cancer fundamentals and dispelling common misconceptions about prostate cancer risk and screening, with content delivered by Black prostate cancer survivors and interviews with Black providers and prostate cancer researchers. Conclusion: This study addressed the need for a community-developed approach to increasing knowledge and awareness about prostate cancer screening and early detection in an accessible, culturally tailored, and accurate manner. We used a collaborative process that centered the experiences of Black prostate cancer survivors and advocates in the design of a toolkit that can facilitate decision-making discussions between Black individuals and their care providers for use of PSA testing for prostate cancer screening. Citation Format: Jenney R. Lee, Sung Min Kim, Yohali Burrola- Mendez, Dante' Morehead, Marty Chakoian, Michael Ware, Kojo Ward, Floyd Gossett, Vida Henderson, Patricia Egwuatu, Burcu Darst, John Masembe, Erika M. Wolff, Yaw A Nyame. Community-based knowledge-to-action translation to improve early detection of prostate cancer among Black individuals [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B083.

Abstract B171: Using a transdisciplinary collaboration process to create a plan to address prostate cancer disparities

Abstract WI ranks highest in the US for overall cancer incidence and mortality among Black/African American (Black) individuals. Prostate cancer (PC) is the most frequently diagnosed cancer among men in WI and the second leading cause of cancer death. This region has numerous challenges including segregation, poverty, educational achievement gaps, and high Black imprisonment rates which impact PC awareness, screening, and treatment. To effectively address a problem as complex as prostate cancer disparities, multiple perspectives are needed. We brought together a transdisciplinary team that integrated community and academic expertise to develop a shared understanding of prostate cancer disparities and potential causes and to create a community action and research agenda. The team met every other week for 16 months. During that time, This team engaged in a facilitated process developed through our Community and Cancer Science Network that included: 1) Incubation: co-learning about the multi-factorial causes of PC disparities by reviewing available data, engaging experts, and seeking input from researchers, health care providers and community members; 2) Innovation: using this information to consider potential solutions to create a draft plan; and 3) Integration: seeking feedback to ensure the draft plan met the needs of diverse audiences and then refined the solutions. During the Incubation phase. the team reviewed available literature and data; developed a root causes analysis of disparities, conducted surveys, interviews and discussion sessions with researchers, healthcare providers, and community members (n=98); invited presentations by relevant experts and survivors, and engaged in robust discussions. In the Innovation phase, the team analyzed the data and reflected on opportunities to address the issues outlined in the root cause analysis. Potential solutions were assessed for fit and feasibility. Finally, in the Integration Phase, the team conducted a series of town halls with community members and researchers (n=70) to review the draft plan and seek feedback. The team used the feedback to refine the plan and consider next steps. Final recommendations include: 1) Patient navigation to assist men with PC at diagnosis; 2) A trusted messenger campaign to increase PC awareness; 3) Increase provider and community awareness of genetic risk; 4) Patient-provider forums to build relationships and trust; 5) Expand survivor support offerings for Black men with PC; 6) Improve PC screening education; 7) Increase provider awareness of current screening guidelines; 8) Expand research into the role of stress in PC. Our transdisciplinary approach is effective in engaging and blending diverse perspectives to generate solutions to complex problems. Future work will sustain this approach in implementing solutions through collaborative efforts. Citation Format: Tobi Cawthra, Kevin Izard, Robert Allen, Darryl Davidson, Chris Nielson, Ambrose Wilson-Brown, Deepak Kilari, Marquayla Ellison, Dev Karan, Ericka Sinclari, Alvin Flowers, Kyle Ashley, Leonard Wilson, Marcus Hogans, Kenneth Jacobsohn, Melinda Stolley. Using a transdisciplinary collaboration process to create a plan to address prostate cancer disparities [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B171.

Analyzing knowledge integration in convergence research

A pragmatic concern guides this perspective piece: How might researchers charged with leading convergence research better plan, design, implement, and evaluate the integrative processes and products of their research? We use a self-evaluation approach to assess the integrative processes and products of the first two years of a five-year National Science Foundation Growing Convergence Research project on addressing inland freshwater salinization. To examine the linkages between integration approaches and products, we analyzed the integrative qualities of fifteen research products and the collaborative processes used to generate these products. We found that large, heterogeneous teams with a broad mix of disciplines and professional expertise produced more interdisciplinary research products, but they relied on skilled integration by the leader, more intensive forms of collaboration, and inclusive problem framing. Teams that relied on deliberation by experts and used more consultative or cooperative mechanisms for engagement produced research that was more uni- or multi-disciplinary. We consider the efficacy of the various knowledge integration approaches used in this research and share empirically derived recommendations for designing, implementing, and evaluating convergence research. Our findings and lessons provide researchers at the helm of large-scale convergence and transdisciplinary research projects that address complex socio-environmental problems guidance on: (1) the planning and designing of projects with the explicit goal of knowledge integration; (2) the selection and implementation of appropriate knowledge integration approaches and tools; and (3) how knowledge integration can be conceptualized and evaluated for socio-environmental problems.

“We Will Just Have to Take It Underground”: A Black Studies Approach to Teacher Education and Critical Professional Development

In the context of contemporary attacks on Diversity, Equity, and Inclusion (DEI) and curricula that critically interrogate race and power, as well as the Eurocentric nature of traditional teacher education, out-of-school spaces for the critical development of teachers seeking to bring Black studies into their classrooms are necessary. Informed by the historical approaches of Black educators, the authors of this essay partnered with high school and university educators of color to engage in a collaborative process of teacher education, professional development, and curriculum design. The collaboration highlights the importance of curriculum codesign as a teaching method for developing educators’ content and pedagogical knowledge.

Consistency Analysis of Collaborative Process Data Change Based on a Rule-Driven Method

Consistency Analysis of Collaborative Process Data Change Based on a Rule-Driven Method

Epistemic Privilege, Phenomenology and Symptomatology in Functional/Dissociative Seizures

ABSTRACT Much work on clinical testimony assumes that none can know better than the patient what they experience. We show that in certain contexts this assumption is unwarranted; clinician expertise encompasses disease phenomenology, to the extent that the clinician may know better than the patient what the patient is experiencing or has experienced. Conversations between clinicians and people with functional/dissociative seizures (FDS) show that initial phenomenological reports of FDS (what we call ‘surface’ phenomenology) are often inconsistent with more fine-grained descriptions produced after detailed inquiry (‘reflective’ phenomenology). Assuming the initial reports are made in good faith, this process involves the clinician showing the patient something about their experience they did not already (explicitly) know. Failure to engage in this reflective process can result in misdiagnosis and mistreatment. Thus, uncritical acceptance of patient testimony – an unwarranted credibility excess – may be as harmful as its unwarranted dismissal. We conclude that: the epistemically just clinician cannot rely on expertise in le corps objectif alone, they must also cultivate an understanding of le corps propre for the patients they encounter; and epistemic (in)justice cannot be considered solely something a clinician does to the patient. Instead, epistemic justice in the clinical encounter is an intrinsically collaborative process.

Collaborative Governance To Increase The Absorption of Alumni of Job Training Participants Into Industrial World

UPTD BLK Kuningan Regency is committed to improving professionalism and workforce competence in Kuningan Regency through the implementation of skills training, but besides this, UPTD BLK Kuningan Regency also plays a role in fostering alumni of job training participants, one of which is in the form of facilitating job security for alumni participating in job training. Starting from this, collaborative governance is an absolute thing that must be done by UPTD BLK Kuningan Regency. The type of research used is descriptive research with a qualitative approach. The focus of the research uses the theory of the collaborative governance process according to Ansell and Gash (2007) which consists of Face to Face Dialogue, Trust Building, Commitment to The Process, Shared Understanding and Intermediate Outcome. The results of the study show that 5 indicators of the collaborative governance process proposed by Ansell and Gash (2007:228) have been carried out by each stakeholder.

Humanizing urban planning: acknowledging the emotional and psychological dimensions of upgrading informal settlements

ABSTRACT The rapid proliferation of informal settlements in the twenty-first century has challenged the ways in which planners envision, design and think about urban development. While I acknowledge that planning in South Africa continues to be mainly practised by technocrats, I argue this is at the expense of considering the human factors involved. Using a case study, I attempt to demonstrate the specific ways in which the overemphasis on reaching upgrading targets within a specified time frame leaves little to no room for considerations of the psychological and emotional implications of upgrading for informal settlers. This article calls for a detailed consideration of the humanising implications for present and future planning. The case study explores, the nature of the role of planners in, and their collaboration with, the management of Thembalethu Phase 1 Upgrading of Informal Settlement Programme (UISP), between 2010 and 2014, in George municipality with a focus on the space, or lack thereof, of human considerations in this collaborative process.

Virtual Social Labs – Requirements and Challenges for Effective Team Collaboration

In response to the challenges posed by the complex field of food safety, the FOODSAFETY4EU project established four social labs conducting multi-actor co-creation processes. These labs served as platforms for developing and piloting innovative ideas aimed at addressing these challenges. Due to COVID-19 pandemic, the lab process, typically held in-person, had to be converted to the virtual space. This means that all workshops, meetings, and collaboration processes and pilot activities solely took place online. This resulted in the novel situation of teams collaborating virtually throughout the entire social lab processes. Virtual collaborations were already on the rise before the pandemic, evidenced by an increase in virtual meetings and workshops. This study examines the requirements and challenges for effective team collaboration in virtual social lab processes. It investigates virtual collaboration, team dynamics, and the use of online tools. Findings reveal advantages such as increased participation, but also drawbacks including technical issues and role accountability. Despite challenges, all four virtual social labs finally succeeded in engaging diverse stakeholders and achieving significant outcomes addressing food safety challenges.

“Removing the home court advantage”: A qualitative evaluation of LEGO® as an interprofessional simulation icebreaker for midwifery and medical students

AimThe study aimed to evaluate the use of LEGO® as an educational tool for midwifery and medical students. BackgroundThe concept of LEGO® SERIOUSPLAY® ® was conceived in 1996 when Swiss Professors Roos and Victor explored using LEGO® as a strategic planning tool. We adapted this concept as an icebreaker activity for interprofessional education workshops at an Australian university. MethodUsing a qualitative evaluation, we used cross-sectional pre- and post-surveys to gain midwifery and medical students’ perspectives and insights. Students were divided into mixed discipline groups at the commencement of a one-day birthing and birthing complexities workshop and asked to design and build a birthing room using LEGO®. A pre-and post-workshop survey asked students about their experiences using LEGO® as a learning tool for team communication and collaboration. ResultsPre-workshop responses demonstrated intrigue as to how LEGO® could be used for learning. Post-workshop feedback was overwhelmingly positive and students described how it helped them develop communication and collaboration skills and understand the other disciplines' priorities and values. ConclusionUsing LEGO® as an icebreaker activity enabled open discussion and connection, promoting easy-going conversation and aiding a collaborative team-building process before students worked together in an interprofessional birthing simulation workshop. The findings indicated that the icebreaker activity enhanced the students’ awareness and appreciation of learning about each other’s perspectives, values and roles for future collaboration in the clinical workplace.

A Digital Intervention for Capturing the Real-Time Health Data Needed for Epilepsy Seizure Forecasting: Protocol for a Formative Co-Design and Usability Study (The ATMOSPHERE Study).

Epilepsy is a chronic neurological disorder affecting individuals globally, marked by recurrent and apparently unpredictable seizures that pose significant challenges, including increased mortality, injuries, and diminished quality of life. Despite advancements in treatments, a significant proportion of people with epilepsy continue to experience uncontrolled seizures. The apparent unpredictability of these events has been identified as a major concern for people with epilepsy, highlighting the need for innovative seizure forecasting technologies. The ATMOSPHERE study aimed to develop and evaluate a digital intervention, using wearable technology and data science, that provides real-time, individualized seizure forecasting for individuals living with epilepsy. This paper reports the protocol for one of the workstreams focusing on the design and testing of a prototype to capture real-time input data needed for predictive modeling. The first aim was to collaboratively design the prototype (work completed). The second aim is to conduct an "in-the-wild" study to assess usability and refine the prototype (planned research). This study uses a person-based approach to design and test the usability of a prototype for real-time seizure precipitant data capture. Phase 1 (work completed) involved co-design with individuals living with epilepsy and health care professionals. Sessions explored users' requirements for the prototype, followed by iterative design of low-fidelity, static prototypes. Phase 2 (planned research) will be an "in-the-wild" usability study involving the deployment of a mid-fidelity, functional prototype for 4 weeks, with the collection of mixed methods usability data to assess the prototype's real-world application, feasibility, acceptability, and engagement. This phase involves primary participants (adults diagnosed with epilepsy) and, optionally, their nominated significant other. The usability study will run in 3 rounds of deployment and data collection, aiming to recruit 5 participants per round, with prototype refinement between rounds. The phase-1 co-design study engaged 22 individuals, resulting in the development of a mid-fidelity, functional prototype based on identified requirements, including the tracking of evidence-based and personalized seizure precipitants. The upcoming phase-2 usability study is expected to provide insights into the prototype's real-world usability, identify areas for improvement, and refine the technology for future development. The estimated completion date of phase 2 is the last quarter of 2024. The ATMOSPHERE study aims to make a significant step forward in epilepsy management, focusing on the development of a user-centered, noninvasive wearable device for seizure forecasting. Through a collaborative design process and comprehensive usability testing, this research aims to address the critical need for predictive seizure forecasting technologies, offering a promising approach to improving the lives of individuals with epilepsy. By leveraging predictive analytics and personalized machine learning models, this technology seeks to offer a novel approach to managing epilepsy, potentially improving clinical outcomes, including quality of life, through increased predictability and seizure management. DERR1-10.2196/60129.

Bureaucracies’ Extended Arm in Co-creation: A Study of Institutional Complexity in the Context of Public Services

Co-creation, as a central strategy of the New Public Governance (NPG) paradigm, is deemed essential to address complex societal challenges. A qualitative, in-depth study was conducted to explore collaborative processes between the Norwegian Labour and Welfare Administration (NAV) and three external organizations. The aim of co-creation among these actors was to limit/prevent outsiderness by providing more individualized work inclusion services to young adults facing vulnerabilities. Our study examines collaborative processes between NAV and external actors in work inclusion efforts and explores how institutional complexity within NAV influences the potential for co-creation among these actors. We found that the bureaucratic logic of the Traditional Public Administration (TPA) within NAV forces external actors to engage in challenging, time-consuming procedures, turning them into bureaucracies’ extended arms rather than independent contributors of resources. Additionally, core principles of New Public Management (NPM), such as resource control and optimization, overshadow the importance of shared responsibility, equality, and knowledge sharing (NPG). With NAV as an example, the article demonstrates the importance of effectively managing institutional complexity in public organizations to succeed in co-creation. It contributes empirical and contextual examples of co-creation processes in the public sector, as the co-creation literature is still very theoretical, descriptive, and conceptual.

Engaging in social innovation education: Reciprocal relations between student wellbeing and programme wellbeing outcomes

AbstractSocial innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student.