Principals’ efforts to support the implementation of interventions involve coordination among multiple actors in their social networks. However, less is known about how distinct features of these social networks are associated with principals’ perceptions of the social validity of interventions. In this paper, we used Neal and Neal (Implement Sci 14:16, 2019. https://doi.org/10.1186/s13012-019-0860-z) implementation capital framework to test hypotheses about the associations between two features of principals’ social networks (i.e., bonding and bridging social capital) and three aspects of social validity (i.e., acceptability, understanding, and feasibility). Specifically, we tested these hypotheses in a statewide representative sample of 180 Michigan secondary school principals supporting the implementation of early warning signs (EWS), a systems-level intervention to prevent student dropout. Consistent with our hypotheses, we found that bonding social capital was positively associated with acceptability and bridging social capital was positively associated with understanding. But, contrary to our hypotheses, bonding and bridging social capital were not associated with feasibility. Drawing on these findings, we discuss future directions for research and practice implications to improve principals’ perceptions of the social validity of mental health interventions.

校长为支持干预措施的实施而进行的努力涉及其社交网络中多个参与者之间的协调。但是，关于这些社交网络的独特特征与校长对干预措施的社会有效性的认识如何相关的了解还很少。在本文中，我们使用Neal和Neal（Implement Sci 14:16，2019.https：//doi.org/10.1186/s13012-019-0860-z）实施资本框架来检验关于委托人两个特征之间关联的假设社会网络（即绑定和架桥社会资本）和社会有效性的三个方面（即可接受性，理解性和可行性）。具体来说，我们在180个密歇根州中学校长的全州代表性样本中测试了这些假设，这些样本支持实施早期预警信号（EWS），系统级别的干预措施，以防止学生辍学。与我们的假设相一致，我们发现，结合社会资本与接受性呈正相关，而桥接社会资本与理解呈正相关。但是，与我们的假设相反，绑定和桥接社会资本与可行性无关。利用这些发现，我们讨论了未来研究和实践意义的方向，以提高校长对心理健康干预措施社会有效性的认识。绑定和桥接社会资本与可行性无关。利用这些发现，我们讨论了未来研究和实践意义的方向，以提高校长对心理健康干预措施社会有效性的认识。绑定和桥接社会资本与可行性无关。利用这些发现，我们讨论了未来研究和实践意义的方向，以提高校长对心理健康干预措施社会有效性的认识。