Schools In Northern Ireland Research Articles

The position of German in the Northern Ireland curriculum

This paper aims to assess the current position of German in Northern Ireland schools. Anecdotal evidence and recent research (Neil, Phipps, and Mallon 1999, 2000) prompted a study to determine if German really is in decline in Northern Ireland, why this might be the case, and what, if anything, can be done to secure the future of the language in schools, particularly in the context of the current curricular review, which contains potentially challenging proposals for German and languages in general.

Cost-effectiveness of a combined classroom curriculum and parental intervention: economic evaluation of data from the Steps Towards Alcohol Misuse Prevention Programme cluster randomised controlled trial

ObjectivesThis study aimed to assess the cost-effectiveness of the Steps Towards Alcohol Misuse Prevention Programme (STAMPP) compared with education as normal (EAN) in reducing self-reported heavy episodic drinking (HED) in...

It matters how you manage diversity: cultural difference in Northern Ireland’s secondary schools

ABSTRACT The purpose of this study was to examine contrasting managerial approaches to cultural diversity in secondary schools in Northern Ireland and understand the influence of different approaches on school culture and student attitudes. Northern Ireland has a long-standing history of conflict between Protestant and Catholic cultural groups, which has led to a school system that is largely segregated. A recent influx of immigrants has added to cultural diversity in the region. This study compared two secondary, non-selective schools, one deliberately integrated, possessing a commitment to discussion and celebration of cultural diversity, the other circumstantially integrated (resulting from the influence of unrelated local conditions) with an approach that de-emphasised cultural difference among students. Drawing on interviews with principals and teachers, student focus groups, class observations, and field notes, the study found that discussion and celebration of diversity resulted in more positive attitudes toward diversity than an approach that de-emphasised cultural difference. The study concludes that in order to foster positive student attitudes toward diversity, discussion and celebration of cultural difference is more effective than a de-emphasis of cultural difference, and integration is more important than school type.

Cartoons as visual representations of the development of primary school children’s understanding of bullying behaviours

ABSTRACTThis study adopts a creative methodology to investigate how cartoons can serve as visual representations of primary school children’s understanding of bullying and compares how their understanding develops over time. The study was carried out in Northern Ireland where the Addressing Bullying in Schools (Northern Ireland) Act 2016 will require schools to follow a new statutory definition of bullying. To investigate the behaviours that children associate with bullying, a set of 16 original stick figure cartoons was devised. The cartoons were shown to a sample of Year 3 and Year 7 pupils from two different primary schools in Northern Ireland (N = 90). Pupils were asked to record which scenarios they considered to be bullying or not bullying. They were then invited to write their own definitions of bullying and to creatively illustrate them using stick figures. A total of eight gender-specific pupil focus groups were conducted across the two schools to explore the key elements which the pupils considered significant to their understanding of bullying. The study highlights the value of this creative participatory approach and found a wide range of behaviours which children associate with bullying but also considerable variation among pupils in terms of their understanding. Levels of understanding in Year 7 were more nuanced than those in Year 3, but there were no discernible differences by pupil gender. Conclusions are drawn in terms of the new legislation in Northern Ireland, but also in relation to the benefits of adopting a creative research methodology using cartoons as visual representations with children to explore complex pastoral issues.

Northern Irish legal education after Brexit

ABSTRACTIn this article we argue that the impact of Brexit on the law schools in Northern Ireland is tied to the “unique circumstances” of legal education in this part of the world. Legal education in Northern Ireland is likely to develop to become even more distinctive than that in other parts of the UK. Although there are two distinct jurisdictions on the island, they are deeply entangled by shared history and geographical proximity that make cross-border practice a daily reality. These circumstances seem likely to drive the trajectory of the development of legal education in Northern Ireland. Indeed, EU law is likely to remain a component of the Northern Irish qualifying law degree. The potential for the development of law specific to Northern Ireland under backstop arrangements is another significant driver for the future orientation of legal education in this jurisdiction. Legal education in Northern Ireland is, therefore, likely to become noticeably more “European” than that in other parts of the UK.

Using the School Environment to Promote Walking amongst Adolescent Females: A Mixed-Method Study.

Schools have the potential to promote physical activity (PA) in adolescents through physical education (PE) and extra-curricular PA. The aims of this study were to firstly understand the experiences of adolescent females who participated in a school-based walking programme (the Walking In ScHools (WISH) study) and secondly, to assess the potential for schools to further promote PA outside of structured PE. A sample of female participants (n = 45, mean age 13.1 years) who participated in the WISH study were randomly selected to participate in focus group discussions, to explore their experiences of the intervention. In addition, an online survey was distributed to all post-primary schools (n = 208) in Northern Ireland to assess the provision of extra-curricular PA and further evaluate the feasibility of the WISH study. In total, six focus groups were conducted. Walking during the school day was viewed as an acceptable form of PA by adolescent females, providing an opportunity to be active with friends, and helped participants overcome barriers previously associated with being active at school. Responding schools (n = 59) identified adolescent females and non-sporty pupils as sub-groups who would benefit most from participation in a school-based walking programme. This study has highlighted that the delivery of a walking programme within the school setting is acceptable, warranted and practically feasible from the point of view of adolescent females and key stakeholders within the school setting.

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

ABSTRACTIn this article, we consider the relationships between schools and their local religious contexts and develop a new empirically-informed middle-level theory for analysing these relationships as a complex framework of negotiations. This framework is based on a meta-synthesis of qualitative data from forty-five case-studies of schools in Great Britain and Northern Ireland, which were conducted by researchers at University of Warwick between 2009 and 2015 as part of three major projects. The synthesis design was in three stages. First, two main overarching descriptive nodes were identified, each with two sub-nodes: school – comprising school ethos and religious education; local context – comprising local patterns of belief and pupil religiosity. Second, these four sub-nodes were paired with each other to form six dyads of negotiation: four illustrated ‘direct contextualisation’, and two illustrated ‘indirect contextualisation’. The data were re-analysed through this six-fold framework. Examples of each dyad are set out, illustrating both straightforward and challenging circumstances. The value of this dyadic framework for negotiation is considered, in relation to research, policy and practice, especially in theorising contextualisation. Finally, we underline the value of qualitative meta-synthesis in theory generation.

A whole-school child maltreatment prevention programme in primary schools in Northern Ireland: 1 year results of Keeping Safe, a cluster-randomised controlled trial

BackgroundChild maltreatment has a pervasive, detrimental impact on children's wellbeing. There exist gaps in evidence on school-based prevention programmes—namely, failure to use experimental designs and standardised validated measures in evaluation, and design limitations in terms of their duration, intensity, and breadth. We aimed to address these gaps in evaluating the effectiveness of Keeping Safe, a whole school child maltreatment prevention programme. MethodsIn a two-arm cluster-randomised controlled trial, participating schools were randomised (1:1, wait-list control group) using a computer-generated list. Intervention schools implemented Keeping Safe between Sept 16, 2016, and June 30, 2018, while wait-list control schools continued to teach the statutory curriculum as usual. Keeping Safe, which is premised on a whole-school model with components covering all forms of maltreatment, targets children, parents, and school staff. Power calculations indicated that approximately 40 schools are required in each arm of the study to detect a minimum detectable effect size of 0·19 SD with 80% power and 95% significance. This was to allow for a minimum detectable percentage point difference of 2·7 for an outcome that is rare in the control group, at around 5% (ie, disclosure of abuse). Data were collected by teachers and school staff under classroom test conditions following a standard data collection procedure devised by the research team. It was not possible to blind school staff. However, the outcome data were obtained through a self-report measure reducing potential outcome assessor bias. Data processors and the trial statistician were blinded to allocation. Data were collected at baseline (June, 2016), and 1 and 2 years after programme implementation. Primary outcome measures included Children's Knowledge of Abuse Questionnaire (CKAQ), a 33-item questionnaire designed to assess children's knowledge of sexual abuse, and the “What If” Situations Test (WIST), which assesses children's ability to “Identify”, “Refuse”, “Escape” “Tell”, and “Report” inappropriate situations. Analysis was by intention-to-treat and conducted at the level of the individual, taking into account the clustering effects of schools. Here we report analysis of data collected after the first year of implementation (June, 2016, to June, 2017). Ethics approval was given by the NSPCC Research Ethics Committee R/15/67 Findings33 schools were allocated to the intervention (1649 children) and 31 to control (1550 children) groups. The ITT analysis ensures that children included at baseline were included at Time 1. After year 1 the intervention group had 31 schools (two schools withdrew in July, 2016, after randomisation, citing changing school leadership as the reason for withdrawal) and the control group had 30 schools (one withdrew in June, 2016, citing sensitive content of questions in outcome measures as reason for withdrawal). There were no statistically significant differences between intervention and control at baseline across all outcomes. After 1 year, the intervention group scored significantly higher than the control group on three of the four knowledge dimensions of the CKAQ (appropriate refusal β=0·241, p=0·001; inappropriate touch β=0·850, p<0·0001; and inappropriate touch in familiar relationships β=0·455, p<0·0001); assessment of appropriate touch was not significantly different. The intervention group also scored higher on four of the five skill dimensions of the WIST (“Identify” β=0·675, p=0·007; “Escape” β=0·741, p=0·049; “Tell” β=0·432, p=0·035; and “Report” β=1·006, p=0·03). InterpretationThese results are encouraging and useful for initial planning around scale-up of the Keeping Safe programme. FundingThe Department of Education Northern Ireland (5 year grant, 2013–18). This funder has no role in study design, collection, management, analysis, and interpretation of data, writing of the report, or the decision to submit the report for publication.

Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction

A Review of:&#x0D; McKeever, C., Bates, J., &amp; Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187&#x0D; Abstract&#x0D; Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library.&#x0D; Design – Interviews analyzed with thematic and axial coding.&#x0D; Setting – Secondary schools in Northern Ireland.&#x0D; Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated.&#x0D; Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding.&#x0D; Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts.&#x0D; Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

Socioeconomic and ethnic inequalities in oral health among children and adolescents living in England, Wales and Northern Ireland

ObjectivesAlthough adolescence is a sensitive developmental period in oral health, the social equalization hypothesis that suggests health inequalities attenuate in adolescence has not been examined. This study analyses whether the socioeconomic gap and ethnic disadvantage in oral health among children aged 5 reduces among adolescents aged 15.MethodsData from the cross‐sectional Children's Dental Health Survey 2013 were analysed, comprising of 8541 children aged 5, 8, 12 and 15 attending schools in England, Wales and Northern Ireland. Oral health indicators included decayed and filled teeth, plaque, gingivitis and periodontal health. Ethnicity was measured using the 2011 UK census ethnic categories. Socioeconomic position was measured by family, school and residential deprivation. Negative binomial and probit regression models estimated the levels of oral health by ethnicity and socioeconomic position, adjusted for demographic and tooth characteristics.ResultsThe predicted rate of decayed teeth for White British/Irish children aged 5 was 1.54 (95%CI 1.30‐1.77). In contrast, the predicted rate for Indian and Pakistani children was about 2‐2.5 times higher. At age 15, ethnic differences had reduced considerably. Family deprivation was associated with higher levels of tooth decay among younger children but not among adolescents aged 15. The influence of residential deprivation on the rate of tooth decay and filled teeth was similar among younger and older children. Moreover, inequalities in poor periodontal health by residential deprivation was significantly greater among 15‐year‐old children compared to younger children.ConclusionsThis study found some evidence of smaller ethnic and family socioeconomic differences in oral health among British adolescents compared to younger children. However, substantial differences in oral health by residential deprivation remain among adolescents. Community levels of deprivation may be particularly important for the health of adolescents.

Relationship between sociodemographic factors and selection into UK postgraduate medical training programmes: a national cohort study

IntroductionKnowledge about allocation of doctors into postgraduate training programmes is essential in terms of workforce planning, transparency and equity issues. However, this is a rarely examined topic. To address this...

The Belfast Youth Development Study (BYDS): A prospective cohort study of the initiation, persistence and desistance of substance use from adolescence to adulthood in Northern Ireland.

BackgroundSubstance misuse persists as a major public health issue worldwide with significant costs for society. The development of interventions requires methodologically sound studies to explore substance misuse causes and consequences. This Cohort description paper outlines the design of the Belfast Youth Development (BYDS), one of the largest cohort studies of its kind in the UK. The study was established to address the need for a long-term prospective cohort study to investigate the initiation, persistence and desistance of substance use, alongside life course processes in adolescence and adulthood. The paper provides an overview of BYDS as a longitudinal data source for investigating substance misuse and outlines the study measures, sample retention and characteristics. We also outline how the BYDS data have been used to date and highlight areas ripe for future work by interested researchers.MethodsThe study began in 2000/1 when participants (n = 3,834) were pupils in their first year of post-primary education (age 10/11 years, school year 8) from over 40 schools in Northern Ireland. Children were followed during the school years: Year 9 (in 2002; aged 12; n = 4,343), Year 10 (in 2003; aged 13; n = 4,522), Year 11 (in 2004; aged 14; n = 3,965) and Year 12 (in 2005; aged 15; n = 3,830) and on two more occasions: 2006/07 (aged 16/17; n = 2,335) and 2010/11 (aged 20/21; n = 2,087). Data were collected on substance use, family, schools, neighbourhoods, offending behaviour and mental health. The most novel aspect of the study was the collection of detailed social network data via friendship nominations allowing the investigation of the spread of substance use via friendship networks. In 2004 (school year 11; respondents aged 14), a sub-sample of participants’ parents (n = 1,097) and siblings (n = 211) also completed measures on substance use and family dynamics.ResultsThe most recent wave (in 2010/2011; respondents aged 20/21 years) indicated lifetime use of alcohol, tobacco and cannabis among the cohort was 94, 70 and 45 per cent, respectively. The paper charts the development of drug use behaviour and some of the key results to date are presented. We have also identified a number of key areas ripe for analysis by interested researchers including sexual health and education.ConclusionsWe have established a cohort with detailed data from adolescence to young adulthood, supplemented with parent and sibling reports and peer network data. The dataset, allowing for investigation of trajectories of adolescent substance use, associated factors and subsequent long-term outcomes, constitutes an important resource for longitudinal substance misuse research. A planned further wave as the cohort enter their late twenties and potential to link to administrative data sources, will further enrich the datasets.

Cluster randomised controlled trial of \u2018whole school\u2019 child maltreatment prevention programme in primary schools in Northern Ireland: study protocol for Keeping Safe

BackgroundChild maltreatment has a pervasive, detrimental impact on children’s wellbeing. Despite a growing focus on prevention through school based education, few programmes adopt a whole- school approach, are multi-component, seek to address all forms of maltreatment, or indeed have been robustly evaluated. This paper describes a cluster randomised controlled trial designed to evaluate a school based child maltreatment prevention programme: ‘Keeping Safe’ in primary schools in Northern Ireland. The intervention has been designed by a non-profit agency. Programme resources include 63 lessons taught incrementally to children between four and 11 years old, and is premised on three core themes: healthy relationships, my body, and being safe. There are programme resources to engage parents and to build the capacity and skills of school staff.Methods/designA cluster Randomised Controlled Trial (RCT) will be conducted with children in 80 schools over a two-year period. The unit of randomisation is the school. Schools will be allocated to intervention or wait-list control groups using a computer-generated list. Data will be collected at three time points: baseline, end of year one, and end of year two of programme implementation. Primary outcomes will include: children’s understanding of key programme concepts, self-efficacy to keep safe in situations of maltreatment, anxiety arising from programme participation, and disclosure of maltreatment. Secondary outcomes include teachers’ comfort and confidence in teaching the programme and parents’ confidence in talking to their children about programme concepts.DiscussionThis RCT will address gaps in current practice and evidence regarding school based child maltreatment prevention programmes. This includes the use of a whole- school approach and multi-component programme that addresses all maltreatment concepts, a two-year period of programme implementation, and the tracking of outcomes for children, parents, and teachers. Methodologically, it will extend our understanding and learning in: capturing sensitive outcome data from young children, adapting and using standardised measures with children of different ages, the use of school level administrative data on staff reports/children’s disclosure of maltreatment as behavioural outcomes, and the conduct of complex trials within the busy school environment.Trial registrationClinicalTrials.gov: NCT02961010 (Retrospectively registered 8 November 2016).

Steps Towards Alcohol Misuse Prevention Programme (STAMPP): a school-based and community-based cluster randomised controlled trial

ObjectivesTo assess the effectiveness of a combined classroom curriculum and parental intervention (the Steps Towards Alcohol Misuse Prevention Programme (STAMPP)), compared with alcohol education as normal (EAN), in reducing self-reported...

Effects of a peer-led Walking In ScHools intervention (the WISH study) on physical activity levels of adolescent girls: a cluster randomised pilot study

BackgroundSchool-based interventions may be effective at increasing levels of physical activity (PA) among adolescents; however, there is a paucity of evidence on whether walking can be successfully promoted to increase PA in this age group. This pilot study aimed to assess the effects of a 12-week school-based peer-led brisk walking programme on levels of school-time PA post intervention.MethodsFemale participants, aged 11–13 years, were recruited from six post-primary schools in Northern Ireland. Participants were randomized by school (cluster) to participate in regular 10–15-min peer-led brisk walks throughout the school week (the WISH study) (n = 101, two schools) or to continue with their usual PA (n = 98, four schools). The primary outcome measure was school-time PA post intervention (week 12), assessed objectively using an Actigraph accelerometer. Secondary outcome measures included anthropometry, cardiorespiratory fitness and psychosocial measures. Changes in PA data between baseline (T0) and end of intervention (week 12) (T1) were analysed using a mixed between-within subjects analysis of variance with one between (group) and one within (time) subjects factor, with two levels.ResultsOf 199 participants recruited (mean age = 12.4 ± 0.6 years, 27% overweight/obese), 187 had valid accelerometer data for inclusion in subsequent analysis. A significant interaction effect was observed for changes in light intensity PA across the school day (p = 0.003), with those in the intervention increasing their light intensity PA by 8.27 mins/day compared with a decrease of 2.14 mins/day in the control group. No significant interactions were observed for the other PA measures across the intervention. Intervention effects on school-time PA were not sustained four months post intervention.ConclusionsThe intervention increased daily light intensity PA behaviour in these adolescent girls but did not change moderate to vigorous physical activity (MVPA). These findings suggest that a school-based brisk walking intervention may be feasible and can change PA behaviour in the short term, but it is possible that the self-selected walking speeds determined by a peer-leader may not be sufficient to reach MVPA in this age group. Further research is needed to evaluate the potential of school-based brisk walking to contribute to MVPA in adolescent girls.Trial registrationClinicalTrials.gov, NCT02871830. Registered on 16 August 2016)

‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

ABSTRACTAgainst a backdrop of ‘play’ as the established notion of best practice in early childhood education, this paper sets out to trouble the discourse by exposing for critique the place of teaching within a play-based curriculum. The paper reports on lessons gleaned from a longitudinal play-based intervention in over 100 primary schools in Northern Ireland. Participatory learning theories (PLTs) [Hedges, H., & Cullen, J. (2012). Participatory learning theories: a framework for early childhood pedagogy. Early Child Development and Care, 182(7), 921–940] are used as the theoretical lens through which the views and practices of teachers have been mapped. The findings highlight how participatory models of learning can illuminate differences between early years practitioners, with many teachers tending to adopt either an overly passive or directed stance in the play experience. In light of the collated evidence, the authors propose an innovative pedagogical framework of what teaching might look like in play-based practice.

Teaching citizenship in the faith school: qualitative evidence from separate schools in Northern Ireland

The purpose of this paper is to examine how teachers teach and students learn about citizenship education in two faith-based schools in Northern Ireland. The data show that participants in the Catholic school were confident in their own identity; teachers encouraged active engagement with contentious, conflict-related debates and students displayed empathy with other racial and religious groups. In the Protestant school, teachers avoided any reference to identity and conflict and students seemed to have limited knowledge of these issues. The findings emphasise the extent to which separate schools embody the cultural norms prevalent within each of the communities that they serve and reveal the influence which these norms have for teaching and learning about citizenship.

School library staff perspectives on teacher information literacy and collaboration

Pupils need to develop information literacy (IL) skills in schools in order to be active members of a skilled workforce, for lifelong learning and digital citizenship. However, there has been little focus on the extent to which this happens in a classroom setting and on information competencies of teachers. As part of a broader study of teachers’ knowledge and perceptions of IL, librarians in schools in Northern Ireland were interviewed. Findings reveal low levels of collaboration with teachers. Recommendations are made regarding how to overcome challenges involved in developing teachers’ IL so that they can better support learners.

F2f and cyberbullying among children in Northern Ireland: Data from the Kids Life and Times Surveys

Abstract: Comparatively little is known about the nature, incidence and correlates of bully/victim problems in the Northern Ireland school system. The present study examined the prevalence of self-reported experiences of bully/ victim problems (f2f and cyber), and the relationship between such experiences and levels of psychological wellbeing among representative samples of primary school pupils who participated in the 2008 and 2009 ‘Kids Life and Times Survey’ (ARK, 2008, 2009). Bully/victim problems among these children were pervasive. Personal experience of involvement in bully/victim problems was associated with impaired psychological well-being. Findings are interpreted within the context of previous data from Northern Ireland and the wider international literature on bully/victim problems. f2f y cyberbullying entre niños de Irlanda del Norte: Datos de las Encuestas sobre Vida y Uso del Tiempo de la InfanciaResumen: Se sabe relativamente poco sobre la naturaleza, prevalencia y los correlatos de los problemas de bullying en el sistema educativo de Irlanda del Norte. El presente estudio examina la prevalencia, a partir de autoinformes, de los problemas de bullying (cara a cara -f2f- y cyber) y las relaciones entre estas experiencias y el grado de bienestar psicológico en muestras representativas de alumnos de primaria que participaron en 2008 y 2009 en las Encuestas sobre Vida y Uso del Tiempo de la Infancia (ARK, 2008, 2009). Los problemas de bullying entre los alumnos fueron frecuentes en toda la muestra. Las experiencias personales de implicación en los problemas de bullying se asociaron a peores puntuaciones en bienestar psicológico. Los resultados se han interpretado en el contexto de los datos obtenidos en Irlanda del Norte con anterioridad y en relación a la investigación internacional sobre los problemas de bullying.

Steps Towards Alcohol Misuse Prevention Programme (STAMPP): a school- and community-based cluster randomised controlled trial

BackgroundAlcohol use in young people remains a public health concern, with adverse impacts on outcomes such as health, well-being, education and relationships.ObjectivesTo assess the effectiveness and cost-effectiveness of a combined classroom curriculum and parental intervention on self-reported alcohol use [heavy episodic drinking (HED)] and alcohol-related harms (indicators such as getting into fights after drinking, poorer school performance and trouble with friends and family).DesignA two-arm, cluster randomised controlled trial with schools as the unit of randomisation.SettingA total of 105 post-primary schools in Northern Ireland (NI) and Glasgow/Inverclyde Educational Authority areas.ParticipantsA total of 12,738 male and female secondary school students (intervention delivered when students were in school year 9 in NI or S2 in Scotland in the academic year 2012–13 and aged 12–13 years) were randomised. Randomisation and baseline (T0) surveys took place when children were in school year 8 or S1. Schools were randomised (1 : 1) by an independent statistician to the Steps Towards Alcohol Misuse Prevention Programme (STAMPP) or to education as normal (EAN). All schools were stratified by free school meal provision. Schools in NI were also stratified by school type (male/female/coeducational).InterventionsSTAMPP combined a school-based alcohol harm reduction curriculum [an adapted version of the School Health and Alcohol Harm Reduction Project (SHAHRP)] and a brief parental intervention designed to support parents in setting family rules around drinking. The classroom component comprised two phases delivered over 2 years, and the parental component comprised a standardised presentation delivered by a trained facilitator at specially arranged parent evenings on school premises. This was followed up a few weeks later by an information leaflet mailed to all intervention pupils’ parents highlighting the main points of the evening.Main outcome measures(1) Self-reported HED (defined as self-reported consumption of ≥ 6 units in a single episode in the previous 30 days for male students and ≥ 4.5 units for female students) assessed at 33 months from baseline (T3); and (2) the number of self-reported harms (harms caused by own drinking) assessed at T3.Data sourcesSelf-completed pupil questionnaires.ResultsAt final follow-up (T3), data were available for 5160 intervention and 5073 control pupils for the HED outcome, and for 5234 intervention and 5146 control pupils for the self-reported harms outcome. The intervention reduced self-reported HED compared with EAN (p &lt; 0.001), but did not reduce self-reported harms associated with own drinking. The odds ratio for the intervention effect on HED was 0.596 (standard error 0.0596, 95% confidence interval 0.490 to 0.725). The mean cost of delivery per school was £818 and the mean cost per individual was £15. There were no clear cost savings in terms of service utilisation associated with the intervention. The process evaluation showed that the classroom component engaged and was enjoyed by pupils, and was valued by teachers. Schools, students, intervention trainers and delivery staff (teachers) were not blind to study condition. Data collection was undertaken by a team of researchers that included the trial manager and research assistants, some of whom were not blinded to study condition. Data analysis of primary and secondary outcomes was undertaken by the trial statistician, who was blinded to the study condition.LimitationsAlthough the classroom component was largely delivered as intended, there was very low attendance at the parent/carer event; however, all intervention pupils’ parents/carers received an intervention leaflet.ConclusionsThe results of this trial provide some support for the effectiveness and cost-effectiveness of STAMPP in reducing heavy episodic (binge) drinking, but not in reducing self-reported alcohol-related harms, in young people over a 33-month follow-up period. As there was low uptake of the parental component, it is uncertain whether or not the intervention effect was accounted for by the classroom component alone.Trial registrationCurrent Controlled Trials ISRCTN47028486.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 5, No. 2. See the NIHR Journals Library website for further project information. The Public Health Agency of NI and Education Boards of Glasgow/Inverclyde provided some intervention costs. Diageo provided funds to print some workbooks. The remaining intervention costs were internally funded.