RefugeesWellSchool: Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents

Preventive school-based interventions to promote the mental well-being of refugee and migrant adolescents

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN10386208

Enrollment

5740

Registered

2020-01-05

Start date

2019-01-01

Completion date

Unknown

Last updated

2022-08-29

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Mental health Mental and Behavioural Disorders

Interventions

Random allocation of the intervention types to the selected schools - Implementation of the interventions with about 1800 refugee and migrant adolescents in intervention conditions and 1000 in control

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Refugee and migrant adolescents, their parents and teachers

Exclusion criteria

Exclusion criteria: 1. Minors under the age of 13 2. Those considered too vulnerable to participate

Design outcomes

Primary

Measure	Time frame
1. Following self-report questionnaires (multi-lingual) will be completed by all participating adolescents prior to the intervention, immediately following the intervention, and three to five months post-intervention: 1.1 Socio-demographic characteristics 1.2 Prevalence of daily stressors (ongoing): Daily Stressors Questionnaire 1.3 Mental health symptoms: self-reported symptoms of emotional and behavioural problems through the strengths and difficulties (CRIES-8) 1.4 Resilience and social coping: Child and Youth Resilience Measure (CYRM) – Child version 1.5 Overall well-being: Self-designed question on overall well-being 1.6 Social support and experiences of exclusion and stigma: social support and quality of peer and friendship relations (Self-designed questionnaire); and experiences of exclusion and stigma (Brief Perceived Ethnic Discrimination Scale-Community Version (PEDQ-CV) 1.7 School Belonging: Psychological Sense of School Membership (PSSM) 1.8 Executive functioning: Amsterdam Executive Functioning Scale 2. Following questionnaires will be completed by the teachers: 2.1 Socio-demographic characteristics of the teachers: age, gender, nationality/migration status, languages, educational background, working experience 2.2 Mental well-being of participating adolescents: emotional problems and impact supplement: teacher version of the Strengths and Difficulties Questionnaire (SDQ-teacher), only used in Belgium 2.3 Cultural competence - Teacher Multicultural Attitude Scale (TMAS) 2.4 Teacher work stress - Single item stress index; Bergen burnout inventory 2.5 Teacher work engagement - Utrecht work engagement scale (UWES) 2.6 Teacher-home collaboration and trust – Trust scale 2.7 Classroom Atmosphere – 3 quest	—

Measure

Time frame

1. Following self-report questionnaires (multi-lingual) will be completed by all participating adolescents prior to the intervention, immediately following the intervention, and three to five months post-intervention: 1.1 Socio-demographic characteristics 1.2 Prevalence of daily stressors (ongoing): Daily Stressors Questionnaire 1.3 Mental health symptoms: self-reported symptoms of emotional and behavioural problems through the strengths and difficulties (CRIES-8) 1.4 Resilience and social coping: Child and Youth Resilience Measure (CYRM) – Child version 1.5 Overall well-being: Self-designed question on overall well-being 1.6 Social support and experiences of exclusion and stigma: social support and quality of peer and friendship relations (Self-designed questionnaire); and experiences of exclusion and stigma (Brief Perceived Ethnic Discrimination Scale-Community Version (PEDQ-CV) 1.7 School Belonging: Psychological Sense of School Membership (PSSM) 1.8 Executive functioning: Amsterdam Executive Functioning Scale 2. Following questionnaires will be completed by the teachers: 2.1 Socio-demographic characteristics of the teachers: age, gender, nationality/migration status, languages, educational background, working experience 2.2 Mental well-being of participating adolescents: emotional problems and impact supplement: teacher version of the Strengths and Difficulties Questionnaire (SDQ-teacher), only used in Belgium 2.3 Cultural competence - Teacher Multicultural Attitude Scale (TMAS) 2.4 Teacher work stress - Single item stress index; Bergen burnout inventory 2.5 Teacher work engagement - Utrecht work engagement scale (UWES) 2.6 Teacher-home collaboration and trust – Trust scale 2.7 Classroom Atmosphere – 3 quest

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Secondary

Measure	Time frame
1. Overall evaluation of the interventions (evaluation of the implementation processes): focus groups discussions with adolescents, teachers and parents: all participating adolescents, teachers and parents will be asked to take part in separate focus group discussions (at least one focus group per participant group per intervention: (a mean of) 18 groups x 6 countries = 108 focus groups) 2. Evaluating contextual factors impacting the implementation (process evaluation): focus group with different stakeholders and experts (e.g., policymakers in the field of education, health and migration, school board members, advocacy networks, academic experts,...) will be conducted, completed with the members of the National Stakeholders Committee. Some RefugeesWellSchool partners have introduced additional qualitative studies to the design to strengthen the evaluation of the implementation process as well as to shed light on the contextual factors that might influence the impact of interventions. In the UK an elaborated ethnographic study will be carried out in one school to better understand how the interventions are implemented and evaluated. A similar qualitative design is carried out in Denmark with regards to the implementation of the Welcome To School programme. In Belgium, qualitative research of cases will help illuminate on the intervention process and the perceptions of parents and their respective children 3. Assessing the economic impact of the intervention: we will seek to capture all societal costs and benefits as fully as possible. Costs to deliver the interventions will be estimated based on trial data. Other societal costs will be derived from information on the use of healthcare and other resources. In a cost-utility analysis, conducted alongside the trial, benefits measured combine mortality and morbidity into Quality Adjusted Life Years (QALYs)	—

Measure

Time frame

1. Overall evaluation of the interventions (evaluation of the implementation processes): focus groups discussions with adolescents, teachers and parents: all participating adolescents, teachers and parents will be asked to take part in separate focus group discussions (at least one focus group per participant group per intervention: (a mean of) 18 groups x 6 countries = 108 focus groups) 2. Evaluating contextual factors impacting the implementation (process evaluation): focus group with different stakeholders and experts (e.g., policymakers in the field of education, health and migration, school board members, advocacy networks, academic experts,...) will be conducted, completed with the members of the National Stakeholders Committee. Some RefugeesWellSchool partners have introduced additional qualitative studies to the design to strengthen the evaluation of the implementation process as well as to shed light on the contextual factors that might influence the impact of interventions. In the UK an elaborated ethnographic study will be carried out in one school to better understand how the interventions are implemented and evaluated. A similar qualitative design is carried out in Denmark with regards to the implementation of the Welcome To School programme. In Belgium, qualitative research of cases will help illuminate on the intervention process and the perceptions of parents and their respective children 3. Assessing the economic impact of the intervention: we will seek to capture all societal costs and benefits as fully as possible. Costs to deliver the interventions will be estimated based on trial data. Other societal costs will be derived from information on the use of healthcare and other resources. In a cost-utility analysis, conducted alongside the trial, benefits measured combine mortality and morbidity into Quality Adjusted Life Years (QALYs)

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Countries

Belgium, Denmark, France, Norway, Portugal, Sweden, United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026