A School-based Intervention Project to Increase Completion of Upper Secondary School in Norway (COMPLETE)
24 de março de 2020 atualizado por: 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
Evaluate whether the DSP alone
- increases completion
- increases presence
- improves school achievements
- improves mental health and wellbeing
Evaluate whether the DSP and the MHST combined
- increase completion
- increase presence
- improve school achievements
- 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.
- 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.
Visão geral do estudo
Status
Concluído
Intervenção / Tratamento
Tipo de estudo
Intervencional
Inscrição (Real)
3500
Estágio
- Não aplicável
Critérios de participação
Os pesquisadores procuram pessoas que se encaixem em uma determinada descrição, chamada de critérios de elegibilidade. Alguns exemplos desses critérios são a condição geral de saúde de uma pessoa ou tratamentos anteriores.
Critérios de elegibilidade
Idades elegíveis para estudo
15 anos e mais velhos (Filho, Adulto, Adulto mais velho)
Aceita Voluntários Saudáveis
Sim
Gêneros Elegíveis para o Estudo
Tudo
Descrição
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.
Plano de estudo
Esta seção fornece detalhes do plano de estudo, incluindo como o estudo é projetado e o que o estudo está medindo.
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Prevenção
- Alocação: Randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Nenhum (rótulo aberto)
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
|---|---|
|
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.
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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.
Outros nomes:
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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
|
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.
Outros nomes:
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
Outros nomes:
|
|
Sem intervenção: 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.
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O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
|
Drop-out
Prazo: 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
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Each participant is assessed after 10 months
|
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Drop-out
Prazo: Each participant is assessed after 22 months
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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
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Each participant is assessed after 22 months
|
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Drop-out
Prazo: 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
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Each participant is assessed after 34 months
|
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Drop-out
Prazo: 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
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Each participant is assessed after 58 months
|
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Absence
Prazo: Each participant is assessed after 10 months
|
Total days and hours absent at closure of first school year in upper secondary school
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Each participant is assessed after 10 months
|
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Absence
Prazo: Each participant is assessed after 22 months
|
Total days and hours absent at closure of second school year in upper secondary school
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Each participant is assessed after 22 months
|
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Absence
Prazo: Each participant is assessed after 34 months
|
Total days and hours absent at closure of third school year in upper secondary school
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Each participant is assessed after 34 months
|
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Academic achievement
Prazo: Each participant is assessed after 10 months
|
Average grade at closure of first school year in upper secondary school
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Each participant is assessed after 10 months
|
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Academic achievement
Prazo: Each participant is assessed after 22 months
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Average grade at closure of second school year in upper secondary school
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Each participant is assessed after 22 months
|
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Academic achievement
Prazo: Each participant is assessed after 34 months
|
Average grade at closure of third school year in upper secondary school
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Each participant is assessed after 34 months
|
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Change from baseline Mental Health at 6 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Mental Health at 18 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 18 months
|
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Change from baseline Mental Health at 30 months
Prazo: 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
|
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Change in Mental Wellbeing from baseline at 6 months
Prazo: 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
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Mental Wellbeing at 18 months
Prazo: Based on self-report in survey assessment at baseline and 18 months
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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
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Based on self-report in survey assessment at baseline and 18 months
|
Medidas de resultados secundários
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
|
Change from baseline School satisfaction at 6 months
Prazo: 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
|
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Change from baseline School satisfaction at 18 months
Prazo: 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
Prazo: 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
|
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Change from baseline Loneliness at 6 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Loneliness at 18 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 18 months
|
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Change from baseline Loneliness at 30 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 30 months
|
Outras medidas de resultado
Medida de resultado |
Descrição da medida |
Prazo |
|---|---|---|
|
Change from baseline Social competence at 6 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Social competence at 30 months
Prazo: 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
|
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Change from baseline Social competence at 18 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 18 months
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Change from baseline Relatedness at 6 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 6 months
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Change from baseline Relatedness at 18 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 18 months
|
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Change from baseline Relatedness: support at 30 months
Prazo: Based on self-report in survey assessment at baseline and 30 months
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Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
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Based on self-report in survey assessment at baseline and 30 months
|
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Change from baseline Relatedness: peer connection at 6 months
Prazo: 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.
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Peer connection at 18 months
Prazo: 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
Prazo: 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.
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Based on self-report in survey assessment at baseline and 30 months
|
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Change from baseline Autonomy support at 6 months
Prazo: Based on self-report in survey assessment at baseline and 6 months
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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.
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Based on self-report in survey assessment at baseline and 6 months
|
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Change from baseline Autonomy support at 18 months
Prazo: 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
|
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Change from baseline Autonomy support at 30 months
Prazo: 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
Prazo: 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
|
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Change from baseline Academic competence at 18 months
Prazo: 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
Prazo: 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
Prazo: 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.
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Based on self-report in survey assessment at baseline
|
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Change from 6 month Class climate at 18 months
Prazo: 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.
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Based on self-report in survey assessment at 6 and 18 months
|
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Change from 6 month Class climate at 30 months
Prazo: 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
|
Colaboradores e Investigadores
É aqui que você encontrará pessoas e organizações envolvidas com este estudo.
Patrocinador
Colaboradores
Investigadores
- Investigador principal: Torill B Larsen, PhD, University of Bergen
Publicações e links úteis
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Links úteis
Datas de registro do estudo
Essas datas acompanham o progresso do registro do estudo e os envios de resumo dos resultados para ClinicalTrials.gov. Os registros do estudo e os resultados relatados são revisados pela National Library of Medicine (NLM) para garantir que atendam aos padrões específicos de controle de qualidade antes de serem publicados no site público.
Datas Principais do Estudo
Início do estudo (Real)
1 de fevereiro de 2016
Conclusão Primária (Real)
31 de outubro de 2019
Conclusão do estudo (Real)
12 de fevereiro de 2020
Datas de inscrição no estudo
Enviado pela primeira vez
30 de novembro de 2017
Enviado pela primeira vez que atendeu aos critérios de CQ
18 de dezembro de 2017
Primeira postagem (Real)
22 de dezembro de 2017
Atualizações de registro de estudo
Última Atualização Postada (Real)
25 de março de 2020
Última atualização enviada que atendeu aos critérios de controle de qualidade
24 de março de 2020
Última verificação
1 de março de 2020
Mais Informações
Termos relacionados a este estudo
Palavras-chave
Termos MeSH relevantes adicionais
Outros números de identificação do estudo
- 20161789
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