LAUSR

This article investigates the importance of implementation level for the effectiveness of the school-based life skills program Lions Quest in a sample of Austrian students (n = 363 from three schools; aged 9-15 at T1). A quasi-experimental pre- and post-test design with intervention and control group over 2 years was used. The effects of low, average, and high implementation levels on the outcome variables classroom climate, bullying and psychosocial health were analyzed. Multilevel analyses of the longitudinal data indicated greatest effects in the intervention group with highest implementation level, smaller effects with average implementation level, and no or rather detrimental effects in one case with the low implementation level (always compared with the control group who received no intervention). A moderate implementation level was necessary to foster the programs aims for three out of four aspects of class climate and bullying, while no effects were found for psychosocial health. These results are discussed with respect to key factors that are important for successful implementation of school programs.