Program sequence

The program was organized into three conceptually linked content blocks, as shown in Table 1. Students viewed a set of online e-learning modules prior to attending the relevant classroom session focused on facilitated skills practice for those topics. The number of classroom sessions per block varied, such that more sensitive topics (i.e., substance use) incorporated more classroom sessions. In order to provide a real-world test of the intervention, teachers were permitted flexibility in how they implemented the program. Some teachers opted to implement the online program and classroom sessions so that: (1) students viewed the e-learning modules as homework and the teacher then delivered the live classroom sessions corresponding to those modules; (2) students viewed the e-learning modules at school in a computer lab and the teacher then delivered the corresponding live classroom sessions; or (3) students viewed portions of the e-learning modules during class time on computers or individual digital devices, and the teacher delivered the corresponding live classroom sessions until all digital and live content had been implemented. Sites required 6–12 weeks to complete the full set of e-learning modules and in-person classroom sessions, which fits into the duration of most academic terms.

Program sequence for the adapted hybrid LST program.