Feasibility of THINK AGAIN, a programme to prevent dating and relationship violence and gender-based violence in English secondary schools

Objective: Dating and relationship violence (DRV) and gender-based violence (GBV) are reported to be common among adolescents internationally and can have significant adverse long-term consequences, including widening gender inequalities in health outcomes. There is evidence that while school-based curriculum programmes can be effective in preventing DRV, whole-school elements such as student/staff action groups are important for preventing GBV. However, the processes of implementing whole-school components may be challenging in schools with limited capacity. We designed THINK AGAIN, a multi-component programme aiming to prevent DRV and GBV in English secondary schools. Design: Non-controlled feasibility study of THINK AGAIN. Setting: State secondary schools in south-east England. The programme targeted all students in year 9 (aged 13–14) in participating schools. Method: We recruited four schools to assess the feasibility and acceptability of THINK AGAIN in the 2024–25 school year. Our embedded process evaluation assessed programme feasibility, processes of implementation and how context influenced these. We conducted 16 interviews with school staff and analysed the data informed by the General Theory of Implementation. Results: We found that the curriculum component was feasible and prioritised for delivery by schools. However, the whole-school component faced challenges to implementation in terms of both workability and context. Conclusion: Study findings support the progression of THINK AGAIN to a phase III trial of effectiveness, pending full assessment of progression criteria and important refinements to the whole-school component.