Social and Emotional Education and Development (SEED): Studying the impact of a Primary School feedback and guidance programme on improving social and emotional wellbeing of young people over a 5 year period

Social and Emotional Education and Development (SEED): a stratified, cluster randomised trial of a multi-component primary school intervention that follows the pupils? transition into secondary school

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN51707384

Enrollment

2736

Registered

2013-04-05

Start date

2012-11-01

Completion date

Unknown

Last updated

2024-07-15

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

Conditions

Social and emotional wellbeing Mental and Behavioural Disorders

Interventions

Experimental Intervention The core of our intervention is to provide an evidence-based process by which schools can meet their obligations under the Curriculum for Excellence to develop pupils? social

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Schools: Mainstream, state-run, Primary schools within Falkirk, South Lanarkshire and Dundee District Councils Individual participants: 1. Pupil within P1 (aged 4/5) or P5 (aged 8/9) class (in academic year 2012/13) within selected schools 2. Parents of the study pupils 3. Staff member (including support staff) of selected schools

Exclusion criteria

Exclusion criteria: Participants who are unable to comprehend spoken English

Design outcomes

Primary

Measure	Time frame
1. Social and emotional wellbeing at baseline and at follow-up will be measured using the widely used, validated, reliable and sensitive to change Strengths and Difficulties Questionnaire (SDQ). 2. Primary outcome measure for pupils is the Total Difficulties Score of the Strengths and Difficulties Questionnaire (SDQ). 3. The older cohort pupils will self-complete SDQ as part of a broader self-complete questionnaire at baseline (P5) and again at follow up in P7 and in secondary school years 1 and 2. Since the SDQ has not previously been validated for use with this age group (8/9 years) teachers of the older cohort will also complete SDQ for them at baseline (P5), as will parents/carers of these pupils as part of a broader questionnaire. Parents/carers of these pupils will complete the SDQ again as part of a broader questionnaire at one subsequent follow up when pupils are in P7. 4. The younger cohort pupils will have SDQ completed for them by their teachers at baseline (P1) and at the three subsequent follow ups in P3, P4 and P5. In addition they will self-complete the SDQ at final follow up in P5, and their parents/carers will be asked to complete SDQ about their child as part of a broader questionnaire at baseline (P1), and at one subsequent follow up when pupils are in P5.	—

Measure

Time frame

1. Social and emotional wellbeing at baseline and at follow-up will be measured using the widely used, validated, reliable and sensitive to change Strengths and Difficulties Questionnaire (SDQ). 2. Primary outcome measure for pupils is the Total Difficulties Score of the Strengths and Difficulties Questionnaire (SDQ). 3. The older cohort pupils will self-complete SDQ as part of a broader self-complete questionnaire at baseline (P5) and again at follow up in P7 and in secondary school years 1 and 2. Since the SDQ has not previously been validated for use with this age group (8/9 years) teachers of the older cohort will also complete SDQ for them at baseline (P5), as will parents/carers of these pupils as part of a broader questionnaire. Parents/carers of these pupils will complete the SDQ again as part of a broader questionnaire at one subsequent follow up when pupils are in P7. 4. The younger cohort pupils will have SDQ completed for them by their teachers at baseline (P1) and at the three subsequent follow ups in P3, P4 and P5. In addition they will self-complete the SDQ at final follow up in P5, and their parents/carers will be asked to complete SDQ about their child as part of a broader questionnaire at baseline (P1), and at one subsequent follow up when pupils are in P5.

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Secondary

Measure	Time frame
We will evaluate the five SDQ subscales (emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behaviour); primary pupils? self respect; ability to manage their feelings and behaviour; resilience; respect and empathy for others; relationships with others, attitudes to school, academic performance and school attendance. For the older cohort we will assess intervention impact on health-related behaviours (e.g. smoking, drinking and fighting) at S2. In addition, we will explore changes in staff and parents? knowledge, attitudes and behaviour relating to children?s social and emotional wellbeing, the intervention, their own mental health and wellbeing and to nurturing confident children. There will be a cost utility evaluation which will be based on a Quality-Adjusted Life Year suited to young children.	—

Measure

Time frame

We will evaluate the five SDQ subscales (emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behaviour); primary pupils? self respect; ability to manage their feelings and behaviour; resilience; respect and empathy for others; relationships with others, attitudes to school, academic performance and school attendance. For the older cohort we will assess intervention impact on health-related behaviours (e.g. smoking, drinking and fighting) at S2. In addition, we will explore changes in staff and parents? knowledge, attitudes and behaviour relating to children?s social and emotional wellbeing, the intervention, their own mental health and wellbeing and to nurturing confident children. There will be a cost utility evaluation which will be based on a Quality-Adjusted Life Year suited to young children.

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Countries

Scotland, United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 6, 2026