Implementation considerations for a school-based digital health intervention: school staff perspectives.
Adolescents in Aotearoa New Zealand (NZ) face rising mental health challenges amidst strained school support systems. Digital mental health interventions (DMHIs) offer scalable and cost-effective support, yet little is known about their real-world implementation in school settings, particularly for culturally diverse populations.
This study explored qualitative considerations of implementing Whitu for Schools (WFS), a digital wellbeing app, within secondary schools in NZ. A qualitative design using semi-structured interviews was conducted with 12 high school staff across 12 schools from the North Island, guided by the Exploration, Preparation, Implementation, Sustainment (EPIS) framework.
Participants described escalating student mental health concerns and limited access to timely support. WFS was welcomed as a timely, low-barrier intervention with engaging and culturally affirming content. However, challenges emerged around digital access, policy constraints (eg phone bans), staff digital literacy, and concerns about sustaining engagement. Effective implementation was seen as contingent on flexible, embedded delivery within school routines, tailored training, and ongoing student feedback. Equity was a recurring theme, with concerns that digital divides may reinforce existing disparities.
WFS holds promise as a school-based digital wellbeing intervention, but successful implementation requires contextual responsiveness, strong staff and leadership buy-in, and equity-driven infrastructure. Findings highlight the importance of co-design, relational engagement, and sustained adaptation to ensure that digital tools meet the dynamic and diverse needs of rangatahi in NZ.
This study explored qualitative considerations of implementing Whitu for Schools (WFS), a digital wellbeing app, within secondary schools in NZ. A qualitative design using semi-structured interviews was conducted with 12 high school staff across 12 schools from the North Island, guided by the Exploration, Preparation, Implementation, Sustainment (EPIS) framework.
Participants described escalating student mental health concerns and limited access to timely support. WFS was welcomed as a timely, low-barrier intervention with engaging and culturally affirming content. However, challenges emerged around digital access, policy constraints (eg phone bans), staff digital literacy, and concerns about sustaining engagement. Effective implementation was seen as contingent on flexible, embedded delivery within school routines, tailored training, and ongoing student feedback. Equity was a recurring theme, with concerns that digital divides may reinforce existing disparities.
WFS holds promise as a school-based digital wellbeing intervention, but successful implementation requires contextual responsiveness, strong staff and leadership buy-in, and equity-driven infrastructure. Findings highlight the importance of co-design, relational engagement, and sustained adaptation to ensure that digital tools meet the dynamic and diverse needs of rangatahi in NZ.
Authors
Babbott Babbott, Grover Grover, Boggiss Boggiss, Thabrew Thabrew, Serlachius Serlachius
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