Barriers and Facilitators to Implementing a School-Based Social and Emotional Learning Program for Rural Children in China: A Qualitative Study Using the Consolidated Framework for Implementation Research

作者：Linyun Fu, Yibin Yang, A. Bouris · 发表于：Administration and Policy in Mental Health and Mental Health Services Research · 年份：2025 · DOI：10.1007/s10488-025-01460-z · 被引用次数：8 · 研究领域：Medicine

Rural children in mainland China, particularly those whose parents migrate for economic opportunities, face distinct mental, emotional, and behavioral (MEB) challenges. With few mental health professionals available to address rural student’s MEB needs, task-shifting approaches that rely on teacher-led interventions, such as the evidence-based Social and Emotional Learning (SEL) program, are a promising alternative. However, little is known about the implementation determinants of teacher-led SEL programs in rural China, a key gap for sustaining and scaling effective programs. The present study qualitatively explored the contextual determinants of implementing the Positive Growth Curriculum (PGC), an efficacious, teacher-led SEL program delivered to 648 fifth graders in two rural schools in southwest China. We conducted in-depth interviews with all N = 15 schoolteachers and administrators who implemented PGC, with questions guided by the Consolidated Framework for Implementation Research. Interviews were audio recorded and two independent coders conducted Rapid Qualitative Analysis. Codes were organized into four major themes detailing how contextual determinants shaped the acceptability, appropriateness, feasibility, fidelity, and sustainability of PGC. Findings indicated that innovation facilitators, e.g., relative advantage, low complexity, intervention design, and perceived effectiveness, facilitated PGC acceptability and appropriateness (Theme 1) and implementation strat...