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A School-based Intervention Project to Increase Completion of Upper Secondary School in Norway (COMPLETE)

24. März 2020 aktualisiert von: Torill Bogsnes Larsen, University of Bergen

COMPLETE - a School-based Intervention Project to Improve Psychosocial Learning Environments and Increase Completion of Upper Secondary School in Norway: a Cluster Randomized Controlled Trial

Drop out from upper secondary school represents a risk for the future health and wellbeing of young people. Strengthening of psychosocial aspects of the learning environment may be an effective strategy to promote completion of upper secondary school. The COMPLETE study is a school based cluster randomized controlled trial (RCT) evaluating two school-based interventions, namely the Dream School Program (DSP) and the Mental Health Support Team (MHST) among 1st grade upper secondary school students in four counties in Norway. The interventions aim to improve psychosocial learning environments and subsequently school achievements and decrease drop-out and absence.

Specifically, the COMPLETE study will

  1. Evaluate whether the DSP alone

    1. increases completion
    2. increases presence
    3. improves school achievements
    4. improves mental health and wellbeing

  2. Evaluate whether the DSP and the MHST combined

    1. increase completion
    2. increase presence
    3. improve school achievements
    4. improve mental health and wellbeing

    The COMPLETE study will also evaluate the effect of the DSP and MHST combined and the DSP alone against secondary outcomes of school satisfaction and loneliness.

  3. Evaluate through a process evaluation whether the interventions were implemented in line with guidelines for each of the interventions, and whether the degree of program fidelity has influenced the effect of the interventions on the primary and secondary outcomes.

Studienübersicht

Status

Abgeschlossen

Bedingungen

Intervention / Behandlung

Studientyp

Interventionell

Einschreibung (Tatsächlich)

3500

Phase

  • Unzutreffend

Teilnahmekriterien

Forscher suchen nach Personen, die einer bestimmten Beschreibung entsprechen, die als Auswahlkriterien bezeichnet werden. Einige Beispiele für diese Kriterien sind der allgemeine Gesundheitszustand einer Person oder frühere Behandlungen.

Zulassungskriterien

Studienberechtigtes Alter

15 Jahre und älter (Kind, Erwachsene, Älterer Erwachsener)

Akzeptiert gesunde Freiwillige

Ja

Studienberechtigte Geschlechter

Alle

Beschreibung

Inclusion Criteria:

  • School inclusion criteria: not been or currently involved in either of the Dream School Program or the Mental Health Support Team or similar programs or research projects
  • Student inclusion criteria: student enrolled at any of the included schools.

Exclusion Criteria:

  • Schools previously or currently involved in either of the Dream School Program or the Mental Health Support Team or similar programs or research projects.
  • Student exclusion criteria: students with special needs or who are illiterate in Norwegian are excluded from the survey assessment, but included in the interventions.

Studienplan

Dieser Abschnitt enthält Einzelheiten zum Studienplan, einschließlich des Studiendesigns und der Messung der Studieninhalte.

Wie ist die Studie aufgebaut?

Designdetails

  • Hauptzweck: Verhütung
  • Zuteilung: Zufällig
  • Interventionsmodell: Parallele Zuordnung
  • Maskierung: Keine (Offenes Etikett)

Waffen und Interventionen

Teilnehmergruppe / Arm
Intervention / Behandlung
Experimental: Dream School Program (DSP)
The Dream School Program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Sonstiges: Dream School Program
The Dream School program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Andere Namen:
  • Drømmeskolen (Norwegian name)
Experimental: DSP and Mental Health Support Team

A combination of the universal Dream Schoop Program (see description above) and the selective/indicative intervention Mental Health Support Team which is aimed at specific students at risk of dropping out of upper secondary school. It is a systematization of the student services through

  1. Co-location of services and staff working in services
  2. "One open door" to increase accessibility to the services and staff for students
  3. Focus on the transition from lower to upper secondary school
  4. Close follow-up of students at risk to ensure tailored help to each student
  5. Early intervention and follow up when students starts being absent from school
Sonstiges: Dream School Program
The Dream School program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Andere Namen:
  • Drømmeskolen (Norwegian name)
Sonstiges: Mental Health Support Team

MHST is also a whole school project but aimed at specific students at risk of dropping out. It is a systematisation of the student services through

  1. Co-location of services and staff working in services
  2. "One open door" to increase accessibility to the services and staff for students
  3. Focus on the transition from lower to upper secondary school
  4. Close follow-up of students at risk to ensure tailored help to each student
  5. Early intervention and follow up when students starts being absent from school This work demands cross- and multidisciplinary collaborations within the MHST, between MHST and school leadership, and between lower and upper secondary schools.
Andere Namen:
  • Nærværsteam (Norwegian name)
Kein Eingriff: Control
The control group are upper secondary schools who run classes and the school as usual, and do not introduce new programs similar to the Dream School or Mental Health Support Team during the project period.

Was misst die Studie?

Primäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Drop-out
Zeitfenster: Each participant is assessed after 10 months
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Each participant is assessed after 10 months
Drop-out
Zeitfenster: Each participant is assessed after 22 months
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Each participant is assessed after 22 months
Drop-out
Zeitfenster: Each participant is assessed after 34 months
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Each participant is assessed after 34 months
Drop-out
Zeitfenster: Each participant is assessed after 58 months
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Each participant is assessed after 58 months
Absence
Zeitfenster: Each participant is assessed after 10 months
Total days and hours absent at closure of first school year in upper secondary school
Each participant is assessed after 10 months
Absence
Zeitfenster: Each participant is assessed after 22 months
Total days and hours absent at closure of second school year in upper secondary school
Each participant is assessed after 22 months
Absence
Zeitfenster: Each participant is assessed after 34 months
Total days and hours absent at closure of third school year in upper secondary school
Each participant is assessed after 34 months
Academic achievement
Zeitfenster: Each participant is assessed after 10 months
Average grade at closure of first school year in upper secondary school
Each participant is assessed after 10 months
Academic achievement
Zeitfenster: Each participant is assessed after 22 months
Average grade at closure of second school year in upper secondary school
Each participant is assessed after 22 months
Academic achievement
Zeitfenster: Each participant is assessed after 34 months
Average grade at closure of third school year in upper secondary school
Each participant is assessed after 34 months
Change from baseline Mental Health at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Mental Health at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Mental Health at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 30 months
Change in Mental Wellbeing from baseline at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Mental Wellbeing at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
Based on self-report in survey assessment at baseline and 18 months

Sekundäre Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Change from baseline School satisfaction at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6, 18 and 30 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6, 18 and 30 months
Change from baseline School satisfaction at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline School satisfaction at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Change from baseline Loneliness at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Loneliness at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Loneliness at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Based on self-report in survey assessment at baseline and 30 months

Andere Ergebnismessungen

Ergebnis Maßnahme
Maßnahmenbeschreibung
Zeitfenster
Change from baseline Social competence at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Social competence at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Change from baseline Social competence at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Relatedness at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Relatedness at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Relatedness: support at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Change from baseline Relatedness: peer connection at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Peer connection at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Peer connection at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Change from baseline Autonomy support at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Autonomy support at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Autonomy support at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Change from baseline Academic competence at 6 months
Zeitfenster: Based on self-report in survey assessment at baseline and 6 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 6 months
Change from baseline Academic competence at 18 months
Zeitfenster: Based on self-report in survey assessment at baseline and 18 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 18 months
Change from baseline Academic competence at 30 months
Zeitfenster: Based on self-report in survey assessment at baseline and 30 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline and 30 months
Class climate
Zeitfenster: Based on self-report in survey assessment at baseline
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at baseline
Change from 6 month Class climate at 18 months
Zeitfenster: Based on self-report in survey assessment at 6 and 18 months
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at 6 and 18 months
Change from 6 month Class climate at 30 months
Zeitfenster: Based on self-report in survey assessment at 6 and 30 months
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Based on self-report in survey assessment at 6 and 30 months

Mitarbeiter und Ermittler

Hier finden Sie Personen und Organisationen, die an dieser Studie beteiligt sind.

Sponsor

University of Bergen

Mitarbeiter

Oxford Research
Nordland Research Institute
Voksne for Barn
Bodin Upper Secondary School
Troms county
Nordland county
Sogn og Fjordane county
Hordaland county

Ermittler

  • Hauptermittler: Torill B Larsen, PhD, University of Bergen

Publikationen und hilfreiche Links

Die Bereitstellung dieser Publikationen erfolgt freiwillig durch die für die Eingabe von Informationen über die Studie verantwortliche Person. Diese können sich auf alles beziehen, was mit dem Studium zu tun hat.

Allgemeine Veröffentlichungen

Nützliche Links

Studienaufzeichnungsdaten

Diese Daten verfolgen den Fortschritt der Übermittlung von Studienaufzeichnungen und zusammenfassenden Ergebnissen an ClinicalTrials.gov. Studienaufzeichnungen und gemeldete Ergebnisse werden von der National Library of Medicine (NLM) überprüft, um sicherzustellen, dass sie bestimmten Qualitätskontrollstandards entsprechen, bevor sie auf der öffentlichen Website veröffentlicht werden.

Haupttermine studieren

Studienbeginn (Tatsächlich)

1. Februar 2016

Primärer Abschluss (Tatsächlich)

31. Oktober 2019

Studienabschluss (Tatsächlich)

12. Februar 2020

Studienanmeldedaten

Zuerst eingereicht

30. November 2017

Zuerst eingereicht, das die QC-Kriterien erfüllt hat

18. Dezember 2017

Zuerst gepostet (Tatsächlich)

22. Dezember 2017

Studienaufzeichnungsaktualisierungen

Letztes Update gepostet (Tatsächlich)

25. März 2020

Letztes eingereichtes Update, das die QC-Kriterien erfüllt

24. März 2020

Zuletzt verifiziert

1. März 2020

Mehr Informationen

Begriffe im Zusammenhang mit dieser Studie

Schlüsselwörter

Zusätzliche relevante MeSH-Bedingungen

Andere Studien-ID-Nummern

  • 20161789

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Studiert ein von der US-amerikanischen FDA reguliertes Geräteprodukt

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