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Objective: The utilisation of evidence-based health interventions remains a challenge in educational settings. Although driving forward the scientific evidence-base may contribute to the diffusion of such approaches, abstract notions of population-level impact may not be seen as priorities in local. This paper considers the alternative forms of evidence that inform schools' decision-making in relation to the adoption and implementation of health programmes. Design: Pragmatic formative process evaluation of a non-evidence-based social and emotional learning intervention, the Student Assistance Program, was conducted. Case-study methodology was used. Setting: Cases comprised four socio-economically contrasting secondary schools (free school meal eligibility ranging from 11.3% to 36%). Method: Semi-structured interviews were conducted with 15 programme stakeholders. Results: The results explore (a) how school staff acquired belief in the merit of the Student Assistance Program through an intervention training course; (b) how experiential evidence gained in this course is used in the effort to secure intervention adoption; and (c) how intervention implementation may be limited by the lack of opportunities to develop experiential evidence within the educational setting. Conclusion: Alternative forms of evidence, specifically experiential evidence, are of importance in the diffusion of interventions within educational settings. Evidence-based approaches need to further acknowledge and accommodate these alternative forms of understanding to enhance their uptake and implementation.

There is growing interest in examining the use of mobile technology among children. The present study extended this literature among a sample of 9-11-year olds in Wales, UK in three ways. First, to examine the level of mobile phone ownership; second, to consider how mobile phones are used, investigate timescales and expectations when communicating via a mobile phone; and third to explore the emotional impact of not having a text or phone call responded to. A sample of 57 children completed a self-report questionnaire focusing on the expectations and levels of understanding when making and receiving mobile phone calls and text messages. Results suggest that ownership and usage of a mobile phone is high amongst young children; however a lack of developmental and emotional maturity, highlighted by the expectation of immediate responses and the egocentric reasons given, may cause unnecessary distress among a proportion of children. Directions for future work are proposed.