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Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum

Author

Listed:
  • Alex J. Turner

    (The University of Manchester)

  • Matt Sutton

    (The University of Manchester)

  • Mark Harrison

    (University of British Columbia
    St. Paul’s Hospital
    The University of Manchester)

  • Alexandra Hennessey

    (The University of Manchester)

  • Neil Humphrey

    (The University of Manchester)

Abstract

Background School-based social and emotional learning interventions can improve wellbeing and educational attainment in childhood. However, there is no evidence on their effects on health-related quality of life (HRQoL) or on their cost effectiveness. Objective Our objective was to evaluate the cost effectiveness of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Methods A prospective economic evaluation was conducted alongside a cluster-randomised controlled trial of the PATHS curriculum implemented in the Greater Manchester area of England. In total, 23 schools (n = 2676 children) were randomised to receive PATHS, and 22 schools (n = 2542 children) were randomised to continue with usual practice. A UK health service perspective and a 2-year time horizon were used. HRQoL data were collected prospectively from all children in the trial via the Child Health Utility Nine-Dimension questionnaire. Micro-costing was undertaken to estimate the intervention costs. Missing data were imputed using multiple imputation. Results The mean incremental cost of the PATHS curriculum compared with usual practice was £32.01 per child, and mean incremental quality-adjusted life-years (QALYs) were positive (0.0019; 95% confidence interval [CI] 0.0009–0.0029). Assuming a willingness-to-pay threshold of £20,000 per QALY, the expected incremental net benefit of introducing the PATHS curriculum was £5.56 per child (95% CI − 14.68 to 25.81), and the probability of cost effectiveness was 84%. However, this probability fell to 0% when intervention costs included teacher’s salary costs. Conclusion The PATHS curriculum has the potential to be cost effective at standard UK willingness-to-pay thresholds. However, the sensitivity of the cost-effectiveness estimates to key assumptions means decision makers should seek further information before allocating scarce public resources. Trial registration number ISRCTN85087674.

Suggested Citation

  • Alex J. Turner & Matt Sutton & Mark Harrison & Alexandra Hennessey & Neil Humphrey, 2020. "Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum," Applied Health Economics and Health Policy, Springer, vol. 18(2), pages 271-285, April.
    • Handle: RePEc:spr:aphecp:v:18:y:2020:i:2:d:10.1007_s40258-019-00498-z
    DOI: 10.1007/s40258-019-00498-z
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    References listed on IDEAS

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    1. Andrea Manca & Neil Hawkins & Mark J. Sculpher, 2005. "Estimating mean QALYs in trial‐based cost‐effectiveness analysis: the importance of controlling for baseline utility," Health Economics, John Wiley & Sons, Ltd., vol. 14(5), pages 487-496, May.
    2. Ann Netten & Jane Knight, 1999. "Annuitizing the human capital investment costs of health service professionals," Health Economics, John Wiley & Sons, Ltd., vol. 8(3), pages 245-255, May.
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