Shaping the Social: Evaluating the effect of a complex intervention to promote wellbeing and educational attainment and reduce substance use among students in Danish vocational schools

A controlled trial evaluating the effect of a complex intervention to promote wellbeing and educational attainment and reduce substance use among students in Danish vocational schools

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN57822968

Enrollment

6400

Registered

2013-01-16

Start date

2011-10-01

Completion date

Unknown

Last updated

2018-10-22

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

Conditions

School wellbeing, physical and psychological wellbeing , smoking and school attainment Mental and Behavioural Disorders Mental and behavioural disorders due to psychoactive substance use

Interventions

The intervention comprises two areas aimed at: 1. First day at school: Here the programme focuses on activities that welcome new students, such as introduction of the students to the school, the edu

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Students (aged > 15 years, either sex) attending the basic course at one of the 10 participating vocational schools in the period between October 2011 to October 2012. The education and training programs consists of a basic and a main course. The following basic education and training programs are included: Building and construction (carpenter, bricklayer, painter, plumber), electrician, data technician, mechanic, food for human (e.g. cook, waiter), media (e.g. graphic designer, web integrator, sign writer), landscaping, farmer, greenhouse gardener.

Exclusion criteria

Exclusion criteria: Students following special education programs that lead to a higher degree of education

Design outcomes

Primary

Measure	Time frame
1. School well-being measured at 10 weeks: 1.1 Positive relations with peers measured on items from Health Behaviour in School-aged Children (HBSC) questionnaire (Roberts et al. 2009; Currie et al. 2009). 1.2 Positive relations with teachers (HBSC items) 1.3 Engagement with and positive attitudes toward the school and the profession (based on HBSC questionnaire and new Shaping the Social items) 1.4 Connectedness to school (HBSC item) 2. Self-reported smoking measured at baseline, and at 10 weeks, and self-reported smoking in school measured at 10 weeks. 3. Dropout in basic course assessed by national registers measured at 1 year, also self-reported dropout measured at 10 weeks. The Shaping the Social intervention is designed to create significant positive changes at follow-up versus baseline and between groups. School well-being is not measured at baseline because baseline data collection is performed at the first days of the student?s vocational training.	—

Measure

Time frame

1. School well-being measured at 10 weeks: 1.1 Positive relations with peers measured on items from Health Behaviour in School-aged Children (HBSC) questionnaire (Roberts et al. 2009; Currie et al. 2009). 1.2 Positive relations with teachers (HBSC items) 1.3 Engagement with and positive attitudes toward the school and the profession (based on HBSC questionnaire and new Shaping the Social items) 1.4 Connectedness to school (HBSC item) 2. Self-reported smoking measured at baseline, and at 10 weeks, and self-reported smoking in school measured at 10 weeks. 3. Dropout in basic course assessed by national registers measured at 1 year, also self-reported dropout measured at 10 weeks. The Shaping the Social intervention is designed to create significant positive changes at follow-up versus baseline and between groups. School well-being is not measured at baseline because baseline data collection is performed at the first days of the student?s vocational training.

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Secondary

Measure	Time frame
Secondary outcome measures measured at baseline, and at 10 weeks: 1. Physical and psychological well-being measured on the HBSC Symptom Check List (HBSC-SCL). 2. Loneliness measured on loneliness scale (four response categories) 3. Life satisfaction measured on Cantril Ladder Scale Predefined unintended outcome measures measured at baseline, and at 10 weeks: 4. Self-reported alcohol consumption. 5. Self-reported drug use (cannabis and other drugs than cannabis (e.g. cocaine, amphetamine, ecstasy, steroids). We will measure alcohol and drug consumption as side-effects but it is difficult to predict whether they will occur as unintended adverse or positive effects. Increased school wellbeing has a positive impact on alcohol and drug use. However, the literature also indicate that young people who have an active social life have more drunkenness-oriented drinking patterns and are experimenting more with drugs. The primary and secondary outcome measures will be analyzed for sub populations defined by implementation level, age, parental socioeconomic status and the education and training programs.	—

Measure

Time frame

Secondary outcome measures measured at baseline, and at 10 weeks: 1. Physical and psychological well-being measured on the HBSC Symptom Check List (HBSC-SCL). 2. Loneliness measured on loneliness scale (four response categories) 3. Life satisfaction measured on Cantril Ladder Scale Predefined unintended outcome measures measured at baseline, and at 10 weeks: 4. Self-reported alcohol consumption. 5. Self-reported drug use (cannabis and other drugs than cannabis (e.g. cocaine, amphetamine, ecstasy, steroids). We will measure alcohol and drug consumption as side-effects but it is difficult to predict whether they will occur as unintended adverse or positive effects. Increased school wellbeing has a positive impact on alcohol and drug use. However, the literature also indicate that young people who have an active social life have more drunkenness-oriented drinking patterns and are experimenting more with drugs. The primary and secondary outcome measures will be analyzed for sub populations defined by implementation level, age, parental socioeconomic status and the education and training programs.

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Countries

Denmark

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Mar 17, 2026