Feasibility study of the Strength in Numbers program in secondary school classrooms

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Abstract
Background Mathematics anxiety and disengagement are growing concerns in secondary education and are linked to poorer academic outcomes. This study examined the feasibility of the Strength in Numbers program, a classroom-based intervention integrating resistance training with mathematics instruction. Methods We conducted a single-arm feasibility study in one secondary school in New South Wales, Australia. Two Year 9 mathematics classes (n = 50 student; mean age 14.7 years) participated in a 3-week intervention involving brief, curriculum-aligned classroom-based resistance training sessions delivered twice weekly via video. Four prespecified progression criteria related to recruitment, dose delivered, acceptability, and fidelity were the primary outcomes. These outcomes, along with teacher capability, opportunity, and motivation, were examined using teacher surveys and session observations. Results All four progression criteria were met. Recruitment exceeded targets (86% consent), both teachers delivered all six planned sessions, and both teachers agreed that the program was acceptable (M = 4, SD = 0.0). Fidelity was supported by high completion rates for assessments of on-task behaviour (93%), acute mathematics anxiety (78%), chronic mathematics anxiety (72%), and teacher outcome measures (100%). Conclusion The Strength in Numbers program may be feasible to implement in secondary mathematics classrooms. A larger controlled trial with refinements to intervention delivery is warranted. Trial registration Australian New Zealand Clinical Trials Registry (ACTRN12625000035426). Registration Australian New Zealand Clinical Trials Registry ACTRN12625000035426

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