Developing the social and emotional capacity and skills of boys in Years 7-11 who are at risk of exclusion and disengagement from schools, to improve school engagement and reduce the likelihood of exclusion. Mental and Behavioural Disorders
Conditions
Interventions
This efficacy study will be a two-arm, parallel-group-assignment randomised control trial (RCT). Randomisation will be done at the individual level with stratification at the school level. Randomisati
Sponsors
Youth Endowment Fund
Eligibility
Sex/Gender
Male
Inclusion criteria
Inclusion criteria: 1. Boys aged 11-16 years old 2. Boys at risk of exclusion (due to poor behaviour records and/or significant behaviour incidents). This is assessed by incidents of poor behaviour in individual behaviour logs, for example, incidents in the classroom, around the school and/or situations involving teachers and/or other pupils 3. Boys at risk of disengagement (achieving below potential and/or poor attendance). This is assessed by school attendance which is recorded accurately each day for pupils. 4. Boys at risk of poor outcomes due to known adversity outside school (child-poverty, previous or ongoing child-protection concerns). This is assessed by socio-economic information collected by schools such as being eligible for Free School Meals, care status, or having English as an additional language.
Exclusion criteria
Exclusion criteria: 1. Boys’ behaviour and circumstances indicate that clinical support would be more appropriate. (For example, where there is evidence of significant trauma for which no prior support has been received.) 2. There is evidence that the school intends to exclude the boy and is using the programme to demonstrate that support was offered. 3. The boy has a more advanced learning or communication need which would make a speaking and listening intervention hard to access. However, young people with SEND or an EHCP are not automatically excluded from the programme.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| School engagement measured using the School Connectedness Questionnaire at baseline and 12 and 24 weeks | — |
Secondary
| Measure | Time frame |
|---|---|
| The following secondary outcome measures are assessed at baseline and 12 and 24 weeks, unless otherwise stated: 1. Relationships with peers measured using the Strengths and Difficulties peer-relationship problems subscale 2. Emotional symptoms measured using the Strengths and Difficulties emotional symptoms subscale 3. Behavioural difficulties measured using the Strengths and Difficulties externalising behaviours score 4. Relationships with teachers measured using the School Connectedness Teacher Bonding and Attachment subscale 5. Relationship between project co-ordinator and young person measured using the Social Support and Rejection Scale at 12 and 24 weeks | — |
Countries
England, United Kingdom
Contacts
Public ContactEmma Andersen
Outcome results
None listed