Violence, mental health, quality of primary school environment Mental and Behavioural Disorders
Conditions
Interventions
The intervention is involves training Grade one primary school teachers using ‘The Irie Classroom Toolbox’. The Toolbox has been developed for use with preschool teachers in Jamaica and will be adapte
Sponsors
University of the West Indies
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Schools: Primary schools situated in specified urban areas in Kingston & St. Andrew, Jamaica with 3-5 Grade 1 classrooms 2. Teachers: All teachers in the selected preschools 3. Children: A random sample of four children from each Grade one classroom in the selected preschools
Exclusion criteria
Exclusion criteria: 1. Primary schools with less than three and more than five classrooms/teachers 2. Children with identified developmental disability or delay 3. Children with attendance less than 50%
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Violence against children by teachers: measured by direct observation over 2 school days in each class. Event recording will be used to record use of corporal punishment and verbal abuse (e.g., threats, name-calling) by teachers. 2. Aggression at the classroom level: measured by observer ratings of the level of children’s interpersonal aggression and destructive behaviours in 20-minute intervals over 1 school day. Outcomes will be measured at post-test only. | — |
Secondary
| Measure | Time frame |
|---|---|
| We have secondary outcome measures at the level of the classroom, the teacher and the child. All measures will be collected at post-test only. 1. Classroom-level outcomes: include observer ratings of children’s prosocial behaviour at the classroom level and observer ratings of the quality of the classroom environment using the Classroom Assessment Scoring System – K-3. 2. Teacher-level outcomes: include depressive symptoms (using the Centre for Epidemiological Studies Depression Scale), teaching self-efficacy (using three subscales from Bandura’s Teaching Self-Efficacy Scale: disciplinary efficacy, enlisting parent involvement and creating a positive school climate) and teacher burn-out (using the Teacher Burnout scale) by teacher report using interviewer-administered questionnaires. 3. Child-level outcomes: includes child mental health by teacher report using the Strengths and Difficulties Questionnaire, children’s academic achievement in reading, mathematics, phonics and oral language using the Woodcock Johnson Test of Achievement, ratings of child self-regulation during the testing session and child attendance from school records. | — |
Countries
Jamaica
Outcome results
None listed