Prevention of internalizing symptoms in children aged 8-9 (at baseline) Other
Conditions
Interventions
We will use a two-group (intervention vs. control) parallel cluster RCT design, with schools as the unit of randomisation. An independent statistician will perform the allocation procedure. Allocatio
Sponsors
University of Manchester
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Recruitment will take place at the school level, meaning most inclusion criteria will apply to schools. These are: 1. Must be a mainstream school 2. Must be a primary school 3. Must be a non-independent school 4. Must not have delivered Passport 5. Must be in the Greater Manchester city-region or its surrounding areas Pupil-level inclusion criteria: 6. Pupils must be in Year 4 at the time of baseline surveys (T0)
Exclusion criteria
Exclusion criteria: Schools and participants that do not meet the inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Children’s internalizing symptoms (as measured by the KIDSCREEN-52 moods and emotions subscale, and controlled for individual levels and socio-demographic characteristics at baseline/T0 and at post-intervention (T1, approximately 18 weeks) | — |
Secondary
| Measure | Time frame |
|---|---|
| Current secondary outcome measures as of 28/04/2023: Pupil-level data: 1. Internalising symptoms at T2, KIDSCREEN-52 moods and emotions subscale; 2. Emotion regulation measured using the Coping subscale of the Children’s Worry Management Scale at T0 (baseline), T1 (18 weeks), and T2 (1 year); 3. Wellbeing measured using the Psychological wellbeing subscale of KIDSCREEN-52 at T0, T1, and T2; 4. Loneliness measured using the UCLA 3-item loneliness scale at T0, T1, and T2; 5. Bullying measured using the Social acceptance subscale of KIDSCREEN-52 at T0, T1, and T2; 6. Peer support measured using the Peer support subscale of KIDSCREEN-27 at T0, T1, and T2; 7. Health related quality of life measured using the Child Health Utilities 9D at T0, T1, and T2; Staff-level data: 8. Usual Social emotional learning practice at the school level, measured via a staff online survey adapted from the research team's previous research, at T0 and T1; 9. Implementation dosage adaptation measured via an online staff survey adapted from the research team's previous research, at T1 (Intervention arm only); 10. Implementation fidelity measured via an online staff survey adapted from the research team's previous research, at T1 (Intervention arm only); 11. Implementation adaptation measured via an online staff survey adapted from the research team's previous research, at T1 (Intervention arm only); 12. Teacher perception of SEL culture measured using the Teacher Social and Emotional Learning Beliefs Scale via an online staff survey at T0, T1 and T2 (Intervention and control arms); 13. Teacher burnout measured using a brief teacher stress and coping measure (consisting of two items asking about overall ratings of teacher stress and coping) via an online staff survey at T0, T1 and T2 (Intervention and control arms); 14. Teacher classroom management measured using the Ohio State Teachers’ Sense of Efficacy Scale classroom management subscale via an online staff survey at T0, T1 and T2 (Interventi | — |
Countries
England, United Kingdom
Contacts
Public ContactJoao Santos
Outcome results
None listed