Table 3

Themes identified from qualitative analysis of teacher focus groups

Main themeSubthemeSecond subtheme
AcceptabilityValue of data-linkage
More acceptability in the future
No expressed concerns
Perception of parent/guardian and child acceptability
School would take part againWould take part without workshop
Using schools for genetic research
BenefitsPartnership with CU
Mental health research
Science workshopsAdvanced science
Benefits research
Student enjoyment
External visitors
Real science
Role models
Useful for teaching
ConcernsChildren do not understand
Future use and impact
Linkage—data privacy and access
Parent/guardian concern of genetics
Perceptions of mental health testing
Potential harm to participantsDeterminism
Finding out
ChallengesCommunication with parents/guardians
School contact with parents/guardians
Lack of parent/guardian understanding
Communication with students
Communication with teachers
Suggestions for the futureEngaging parents/guardiansMore information
Parent event
Engaging students

Science workshops
Working with teachersEngagement
Involving form tutors
Involving all staff
Science department
Large scale MAGESLogistics
School variability
Views on expanding study
Workshop going forward
Mental healthAwareness
In schools
PracticalitiesDisseminating MAGES information
Teacher workload
Timing and organisation
  • CU, Cardiff University; MAGES, Mental Wellbeing in Adolescence: Genes and Environment Study.