Critical realist terminology.

IntroductionThe review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils’ wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils’ mental wellbeing. Our initial programme theory hypothesises that pupils’ (and teachers’) responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the ’school climate’ in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions.Methods and analysisA critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate.DiscussionThe review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils’ wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media.PROSPERO registration number:CRD42023417735.

引言
本方案所阐述的综述，将是首项针对中低收入国家（Low- and Middle-Income Countries）内通过优化校园氛围（school climate）提升学生福祉的干预措施影响的批判实在论综述（critical realist review）。本次综述的开展，旨在为埃塞俄比亚与卢旺达两地开展的全校园正念干预（mindfulness intervention）项目的批判实在论评估提供方案理论支撑，该项目的目标为提升学生的心理福祉。我们的初始方案理论提出如下假设：学生（及教师）对正念干预的响应，加之个体学生与教师的行为与态度转变，将优化校园氛围，进而对心理福祉产生积极影响。本次文献综述将助力识别作用于整体校园氛围层面的变革机制——这一议题在正念干预的相关评估中鲜有被探讨。

方法与分析
本综述将采用批判实在论研究方法，以跨学科的因果视角阐释校园氛围如何提升学生福祉。具体实施路径为开展系统文献综述，推演情境、主体、干预措施、作用机制与结果配置，并对上述要素进行综合分析，从而形成关于优化校园氛围的干预措施影响的概念性认知。

讨论
本综述的研究结果将为我们即将开展的校园正念干预项目的批判实在论评估提供依据。通过本次综述的结果，我们能够更精准且透明地聚焦于政策制定者与其他利益相关方所需了解的核心内容：即课程中引入正念将如何改变校园氛围，以及这一改变将如何影响学生的福祉[以及具体影响哪些学生]。我们将把本次综述的研究成果发表于学术与专业期刊、政策简报、研讨会、学术会议及社交媒体平台。

PROSPERO注册编号：CRD42023417735。