Feasibility of LifeLab Dublin

A co-designed health literacy intervention for socioeconomic disadvantaged schools

Bibliographic Data

ID24031359
AuthorsCaera L Grady (0000-0002-9411-9066, Dublin City University), Linda Burke (0000-0002-7700-6780, Dublin City University), Sarahjane Belton (0000-0001-9672-6276, Dublin City University), Maeve Murray (0000-0001-7173-0586, Dublin City University), Cliona Power (Dublin City University), Hannah Go (0000-0002-4264-6673, Dublin City University)
Year2026
Volume41
Issue4
Publication date2026-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHealth Promotion International (JOURNAL)
Journal identifiersISSN: 0957-4824 • E-ISSN: 1460-2245
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/daag127
PMID42612235
OpenAlexW7203660168
LanguageEN
References cited41

High health literacy (HL) is associated with improved health behaviours and outcomes. Schools are an ideal environment to improve adolescents’ HL levels. This study assessed the feasibility of LifeLab Dublin, a co-designed HL intervention, for socioeconomically disadvantaged schools. Students (N = 356) and teachers (N = 15) from four Dublin schools participated in this study. A pre–post follow-up, single-arm feasibility, mixed methods study design was adopted, guided by the Orsmond and Cohn (2015) feasibility objectives. Data sources included research records, semistructured interviews and focus groups, and student and teacher surveys. A combined inductive–deductive reflexive thematic analysis was conducted on the interview and focus group data. Descriptive statistics were run on survey data. Student surveys measured HL, wellbeing, and health-related quality of life at baseline, postintervention, and follow-up. Data sources were analysed independently and integrated during write up. Interviews and focus group data indicated positive experiences with the LifeLab programme among students and teachers. School-level recruitment rates were low (6% participated), but the individual level was strong (91% participated). Attrition rates were 13.8% postintervention and 16.8% at follow-up. Including additional content for each health topic, flexibility in delivery, and the inclusion of structured teacher training may improve the programme. Moderate HL levels and good wellbeing was observed at baseline. Mean increases were observed from baseline to follow-up in students’ HL, wellbeing, and health-related quality of life. Evidence supports the feasibility and acceptability of LifeLab for young adolescents and teachers, with progression to a definitive trial as a logical next step.

Attrition · Descriptive statistics · Disadvantaged · Flexibility (engineering) · Focus group · Inclusion (mineral) · Intervention (counseling) · Socioeconomic status · Thematic analysis · Health Literacy and Information Accessibility · Health, psychology, and well-being · School Health and Nursing Education