Evaluating the acceptability and impact of an online, lifestyle-based mental well-being initiative targeting school communities in New York State - Lifting the school community project

Abstract

Purpose To determine the acceptability and impact of an online, lifestyle-based mental well-being initiative in a school-based setting. Approach A post-program evaluation survey was administered after the intervention. Setting Fifty-seven New York State school districts. Participants Participating school districts invited all employees and community members to register for the intervention. A total of 4083 individuals participated, with 1060 (26%) responding to the post-program survey. Intervention The 7-week intervention (The Lift Project) incorporated strategies from lifestyle medicine, positive psychology and neuroscience literature. The ten lessons included online, video-based content and related experiential learning exercises. Methods The post-program survey included Likert items that evaluated the participants’ perceived program acceptability, mental health enhancement, self-efficacy, and skill acquisition. Inductive thematic qualitative analysis assessed the participants’ likes and dislikes concerning the initiative. Results A high percentage of respondents indicated that the program improved their well-being (85%), enhanced their well-being-related self-efficacy (92%), and provided them with skills for supporting their long-term mental well-being (82%). Respondents liked the evidence-based, engaging content and design elements and the focus on personal well-being, community connection, and practical applicability. Some respondents desired more social connection, disliked certain design elements, lacked time and experienced technical issues. Conclusion The initiative was acceptable and impactful, indicating that school districts may serve as an effective network for addressing the mental health epidemic.