A realist evaluation of a multi-component program with disengaged students

Owen, Emily; Knight, Camilla; Hill, Denise

doi:10.1016/j.evalprogplan.2024.102417

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A realist evaluation of a multi-component program with disengaged students

Emily Owen, Camilla Knight

, Denise Hill

Evaluation and Program Planning, Volume: 103

Swansea University Authors: Emily Owen, Camilla Knight , Denise Hill

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DOI (Published version): 10.1016/j.evalprogplan.2024.102417

Abstract

Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, social marginalisation, and premature mortality. Implementing effective programs to re-engage young people who are classified, or are at risk of becoming NEET, is of importa...

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Published in:	Evaluation and Program Planning
ISSN:	0149-7189
Published:	Elsevier BV 2024
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa65697
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first_indexed	2024-02-26T10:33:44Z
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spelling	v2 65697 2024-02-26 A realist evaluation of a multi-component program with disengaged students 319b6bf6113ae7cb8f5e83881b63c6a6 Emily Owen Emily Owen true false 6c81176f7e92c7c04ff6cfb8f1a0ed60 0000-0001-5806-6887 Camilla Knight Camilla Knight true false 9bca603dad273604f16acfb1178b1d83 0000-0001-8580-4048 Denise Hill Denise Hill true false 2024-02-26 EEN Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, social marginalisation, and premature mortality. Implementing effective programs to re-engage young people who are classified, or are at risk of becoming NEET, is of importance to these individuals, family, and society. We conducted a realist evaluation to understand how, and under which circumstances a multi-component program may impact the engagement, behavioural, and psychosocial outcomes of disengaged students at risk of becoming NEET. During the early project phase, a narrative review of the literature and key stakeholder discussions were conducted to develop our initial program theories regarding how the program was expected to achieve its outcomes. Participant observations, video footage, and forty-two interviews were then conducted with teachers and students to form context-mechanism-outcome configurations and to refine these theories. Overall, refined program theories relating to positions of authority, the power of collective experience, exploration of possible life directions, constructivist pedagogies and active learning, and the endorsement of an ethic of caring and strengths-based orientation were developed. Collectively, our findings provide a detailed understanding of the architecture of programs that may benefit disengaged students and help inform the design of future programs aimed at reducing disaffection. Journal Article Evaluation and Program Planning 103 Elsevier BV 0149-7189 Adolescents; Multi-Component; Intervention; Mentoring; Physical Activity; Sport; Work-Based Placements; Realist Evaluation 1 4 2024 2024-04-01 10.1016/j.evalprogplan.2024.102417 COLLEGE NANME Engineering COLLEGE CODE EEN Swansea University This study was funded through a Knowledge Economy Skills Scholarship (KESS). KESS is part-funded by the European Social Fund (ESF) through the European Union’s Convergence Program (West Wales and the Valleys) administered by the Welsh Government. 2024-03-25T16:47:14.2767694 2024-02-26T10:30:36.8257833 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Emily Owen 1 Camilla Knight 0000-0001-5806-6887 2 Denise Hill 0000-0001-8580-4048 3 65697__29841__79978a0cabc24a26a24c3730512e8eff.pdf 65697.VOR.pdf 2024-03-25T16:43:39.2295037 Output 517723 application/pdf Version of Record true © 2024 The Authors. This is an open access article under the CC BY-NC-ND license true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title	A realist evaluation of a multi-component program with disengaged students
spellingShingle	A realist evaluation of a multi-component program with disengaged students Emily Owen Camilla Knight Denise Hill
title_short	A realist evaluation of a multi-component program with disengaged students
title_full	A realist evaluation of a multi-component program with disengaged students
title_fullStr	A realist evaluation of a multi-component program with disengaged students
title_full_unstemmed	A realist evaluation of a multi-component program with disengaged students
title_sort	A realist evaluation of a multi-component program with disengaged students
author_id_str_mv	319b6bf6113ae7cb8f5e83881b63c6a6 6c81176f7e92c7c04ff6cfb8f1a0ed60 9bca603dad273604f16acfb1178b1d83
author_id_fullname_str_mv	319b6bf6113ae7cb8f5e83881b63c6a6_*_Emily Owen 6c81176f7e92c7c04ff6cfb8f1a0ed60__Camilla Knight 9bca603dad273604f16acfb1178b1d83_**_Denise Hill
author	Emily Owen Camilla Knight Denise Hill
author2	Emily Owen Camilla Knight Denise Hill
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container_title	Evaluation and Program Planning
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publishDate	2024
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description	Periods spent in the absence of education, employment, or training (NEET) are associated with adverse psychological wellbeing, social marginalisation, and premature mortality. Implementing effective programs to re-engage young people who are classified, or are at risk of becoming NEET, is of importance to these individuals, family, and society. We conducted a realist evaluation to understand how, and under which circumstances a multi-component program may impact the engagement, behavioural, and psychosocial outcomes of disengaged students at risk of becoming NEET. During the early project phase, a narrative review of the literature and key stakeholder discussions were conducted to develop our initial program theories regarding how the program was expected to achieve its outcomes. Participant observations, video footage, and forty-two interviews were then conducted with teachers and students to form context-mechanism-outcome configurations and to refine these theories. Overall, refined program theories relating to positions of authority, the power of collective experience, exploration of possible life directions, constructivist pedagogies and active learning, and the endorsement of an ethic of caring and strengths-based orientation were developed. Collectively, our findings provide a detailed understanding of the architecture of programs that may benefit disengaged students and help inform the design of future programs aimed at reducing disaffection.
published_date	2024-04-01T16:47:09Z
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A realist evaluation of a multi-component program with disengaged students

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