Exploring the Acceptability, Appropriateness, and Utility of a Digital Single-Session Intervention (Project SOLVE-NZ) for Adolescent Mental Health in New Zealand: Interview Study Among Students and Teachers.

Participants endorsed the sociocultural relevance of both Project SOLVE-NZ and Project Success-NZ to rangatahi in Aotearoa New Zealand and viewed all existing adaptations favorably.

• 12 students aged 13-14 years (50% female) participated in a focus group
• 8 teachers with a mean of 8.75 years (SD 7.96) teaching experience (62.5% female) participated in individual semistructured interviews
• Data were analyzed using reflexive thematic analysis
• Participants viewed all existing cultural and contextual adaptations favorably

Most participants had no preference between Project SOLVE-NZ and Project Success-NZ, viewing both as capable of providing ongoing support throughout the school year.

• Both interventions were perceived as acceptable, appropriate, and useful
• Participants believed both interventions could provide ongoing support to rangatahi throughout the school year
• This finding has implications for the design of a future randomized controlled trial in which Project Success-NZ would serve as an active control condition

Participants believed the interventions would be valuable to a wide range of rangatahi and may be particularly relevant for youths experiencing economic hardship.

• Participants felt the interventions would help fill gaps in students' learning
• Participants perceived benefits to mental health from both interventions
• Economic hardship was specifically identified as a context in which the interventions may be especially relevant

Teachers identified several strategies for increasing student engagement with the digital single-session interventions.

• Suggestions included increased cultural and gender representation
• Visual and literacy aids were recommended to accommodate a range of cognitive abilities
• Whakawhanaungatanga (relationship building) was identified as an important element
• Teacher guidance was suggested as a means of improving engagement

The study identified a significant treatment gap in adolescent mental health care in New Zealand that digital single-session interventions may help address.

• Barriers to care identified globally include extensive wait times, high costs, and concerns about appropriateness for non-Western clients
• Project SOLVE was originally developed in the United States and targets problem-solving skill deficits underlying broad-ranging psychopathology
• The adapted version, Project SOLVE-NZ, was developed specifically for rangatahi in Aotearoa New Zealand
• Digital SSIs were framed as a promising alternative to address the mental health treatment gap

The authors generated four recommendations for designing digital single-session interventions for young people based on interview findings.

• Recommendation 1: involve rangatahi and relevant stakeholders in the design process
• Recommendation 2: consider how the intervention will be implemented
• Recommendation 3: ensure that the intervention accommodates a range of cognitive abilities
• Recommendation 4: ensure that the intervention reflects the diversity of rangatahi today