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

24 marzo 2020 aggiornato da: 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.

Panoramica dello studio

Stato

Completato

Condizioni

Intervento / Trattamento

Tipo di studio

Interventistico

Iscrizione (Effettivo)

3500

Fase

  • Non applicabile

Criteri di partecipazione

I ricercatori cercano persone che corrispondano a una certa descrizione, chiamata criteri di ammissibilità. Alcuni esempi di questi criteri sono le condizioni generali di salute di una persona o trattamenti precedenti.

Criteri di ammissibilità

Età idonea allo studio

15 anni e precedenti (Bambino, Adulto, Adulto più anziano)

Accetta volontari sani

Sì

Sessi ammissibili allo studio

Tutto

Descrizione

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.

Piano di studio

Questa sezione fornisce i dettagli del piano di studio, compreso il modo in cui lo studio è progettato e ciò che lo studio sta misurando.

Come è strutturato lo studio?

Dettagli di progettazione

  • Scopo principale: Prevenzione
  • Assegnazione: Randomizzato
  • Modello interventistico: Assegnazione parallela
  • Mascheramento: Nessuno (etichetta aperta)

Armi e interventi

Gruppo di partecipanti / Arm
Intervento / Trattamento
Sperimentale: 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.
Altro: 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.
Altri nomi:
  • Drømmeskolen (Norwegian name)
Sperimentale: 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
Altro: 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.
Altri nomi:
  • Drømmeskolen (Norwegian name)
Altro: 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.
Altri nomi:
  • Nærværsteam (Norwegian name)
Nessun intervento: 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.

Cosa sta misurando lo studio?

Misure di risultato primarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Drop-out
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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

Misure di risultato secondarie

Misura del risultato
Misura Descrizione
Lasso di tempo
Change from baseline School satisfaction at 6 months
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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

Altre misure di risultato

Misura del risultato
Misura Descrizione
Lasso di tempo
Change from baseline Social competence at 6 months
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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
Lasso di tempo: 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

Collaboratori e investigatori

Qui è dove troverai le persone e le organizzazioni coinvolte in questo studio.

Sponsor

University of Bergen

Collaboratori

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

Investigatori

  • Investigatore principale: Torill B Larsen, PhD, University of Bergen

Pubblicazioni e link utili

La persona responsabile dell'inserimento delle informazioni sullo studio fornisce volontariamente queste pubblicazioni. Questi possono riguardare qualsiasi cosa relativa allo studio.

Pubblicazioni generali

Collegamenti utili

Studiare le date dei record

Queste date tengono traccia dell'avanzamento della registrazione dello studio e dell'invio dei risultati di sintesi a ClinicalTrials.gov. I record degli studi e i risultati riportati vengono esaminati dalla National Library of Medicine (NLM) per assicurarsi che soddisfino specifici standard di controllo della qualità prima di essere pubblicati sul sito Web pubblico.

Studia le date principali

Inizio studio (Effettivo)

1 febbraio 2016

Completamento primario (Effettivo)

31 ottobre 2019

Completamento dello studio (Effettivo)

12 febbraio 2020

Date di iscrizione allo studio

Primo inviato

30 novembre 2017

Primo inviato che soddisfa i criteri di controllo qualità

18 dicembre 2017

Primo Inserito (Effettivo)

22 dicembre 2017

Aggiornamenti dei record di studio

Ultimo aggiornamento pubblicato (Effettivo)

25 marzo 2020

Ultimo aggiornamento inviato che soddisfa i criteri QC

24 marzo 2020

Ultimo verificato

1 marzo 2020

Maggiori informazioni

Termini relativi a questo studio

Parole chiave

Termini MeSH pertinenti aggiuntivi

Altri numeri di identificazione dello studio

  • 20161789

Piano per i dati dei singoli partecipanti (IPD)

Hai intenzione di condividere i dati dei singoli partecipanti (IPD)?

INDECISO

Informazioni su farmaci e dispositivi, documenti di studio

Studia un prodotto farmaceutico regolamentato dalla FDA degli Stati Uniti

No

Studia un dispositivo regolamentato dalla FDA degli Stati Uniti

No

Queste informazioni sono state recuperate direttamente dal sito web clinicaltrials.gov senza alcuna modifica. In caso di richieste di modifica, rimozione o aggiornamento dei dettagli dello studio, contattare register@clinicaltrials.gov. Non appena verrà implementata una modifica su clinicaltrials.gov, questa verrà aggiornata automaticamente anche sul nostro sito web .

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Malattie rare

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Sedi

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