Table 1

Mechanisms data (M) expected and time of collection

MechanismsVariablesData collectionTime collectionPopulation
Representations about drinking, tobacco and cannabis use; and what influences it

  • Representations about drinking, tobacco and cannabis use

Non-directive interviews (IP 1+IP2) (160)During the two first academic years (September 2019 to June 2021)At least 80 pupils the first 2 years randomly selected

  • The role of social influence on consumption (initiation and use)

(ie, two per class and eight per establishment/year)

  • The short-term effects of use and abuse

  • User rates among adolescents

  • Portrayal of drinking, tobacco and cannabis use: parties, fitting in, being accepted

  • Social acceptability of drinking, tobacco and cannabis use

  • The role of peers

  • The role of the media in encouraging alcohol, tobacco and cannabis use.

Questionnaires T0, T1September 2019 and June 2022Q : 1000 pupils/wave
Life skills for preventing addiction including tobacco, alcohol and cannabis use, and activated/mobilised through the sessions

  • Personal self-management skills: self-esteem, problem-solving abilities, reducing stress and anxiety

Non-directive interviews (IP1 +IP2) (160)During the two first academic years (September 2019 to June 2021)At least 80 pupils the first 2 years randomly selected

  • General social skills: overcoming shyness, communicating clearly, building relationships

(ie, two per class and eight per establishment/year)

  • Drug resistance skills: defenses against pressure to use alcohol, cannabis and other drugs, identify the consequence of substance use, risk-taking and the influence of the media

Questionnaires T0, T1September 2019 and June 20221000 pupils/wave
                Contextual data (related to Expériences Animées intervention - Ci)
VariablesData collectionTime collectionPopulation

  • Intervention climate within the establishment

Non-directive interviews (IP1 +IP2) (160)During the two first academic years (September 2019 to June 2021)At least 80 pupils the first 2 years randomly selected

  • Conditions of session delivery

(ie, two per class and eight per establishment/year)

  • Characterisation of the feedback and sharing sequences (spatial organisation, relations between pupils/session leaders/others)

  • Intervention climate within the establishment

Observations (70)September 2019 to June 2022Programme presentation for the school staff when the programme starts (one presentation per establishment)

  • Reception given by the school staff as a whole

And at least two observation sessions per establishment and per year

  • Conditions of session delivery

  • Motivation levels of the session leaders and teachers in attendance

  • Characterisation of the feedback and sharing sequences (spatial organisation, relations between pupils/session leaders/others)

Semi-structured interviews (ie,1 +IE2) (66 interviews at all)June 2020 and June 2022Three education professionals per establishment (the nurse, the headmaster, a teacher whose class is involved in the intervention) (30 interviews) and three session leaders: the same people in 2020 and in 2022
               Contextual data (operational setting - Ce)
PublicVariablesData collectionTime collectionPopulation
PupilsCharacteristicsNon-directive interviews (IP1 +IP2) (160)During the two first academic years (September 2019 to June 2021)At least 80 pupils the first 2 years randomly selected

  • Acceptability

(ie, two per class and eight per establishment/year)

  • Acceptation of the intervention

  • Their role in it, support or not toward the intervention

  • Opinion about the intervention and its effects on pupils

Facilitating/ limiting factors of change
Session leaders and education professionalsCharacteristicsSemi-structured interviews (ie,1 +IE2) (66 interviews at all)June 2020/2022Three education professionals per establishment (the nurse, the headmaster, a teacher whose class is involved in the intervention) (30 interviews) and three session leaders: the same people in 2020 and in 2022

  • Acceptability

  • Acceptation of the intervention

  • Their role in it, support or not toward the intervention

Opinion about the intervention and its effects on pupils
EstablishmentsCharacteristicsScorecard from the education authoritiesSeptember 2019Every establishment included in Expériences Animées

  • Type of establishment (general/vocational, priority education areas – yes/no-)

  • Level of urbanisation of the town or city where the establishment is located

  • Deprivation index of the school area

  • Number of pupils, male/female ratio, number of repeaters per establishment

  • Proximity to a centre for young substance users and availability rate where appropriate

  • Availability rate of the nurse

  • Establishments already involved in Expériences Animées in previous years (yes/no)

Occasional awareness campaigns on addiction in the establishment (yes/no)
Expériences animées fundersCharacteristicsSemi-structured interviews (IF) (3)September 2019Three people from the funding organisation of Expériences Animées

  • Acceptation of the intervention

  • Opinion about the intervention and its effects on pupils

  • Interest about Expériences Animées

Facilities and difficulties to fund Expériences Animées, barriers and facilitators