Student well-being: The "Be the best you can be" programme

Enhancing the well-being, health and life aspirations of secondary school pupils: a randomised controlled trial of the "Be the best you can be" programme

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN99443695

Enrollment

1333

Registered

2013-06-07

Start date

2008-12-01

Completion date

Unknown

Last updated

2018-11-12

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

Conditions

Health and Well-Being (Psychological and Physical) Mental and Behavioural Disorders

Interventions

Developed by a team of educational experts, education policy makers and university scholars, the programme entitled 'Be the best you can be' is designed to foster positive physical, psychological and

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Year 7 and Year 8 secondary school pupils in classes from participating schools

Exclusion criteria

Exclusion criteria: Inability to be involved in the intervention (in the opinion of the schools)

Design outcomes

Primary

Measure	Time frame
All outcome measures assessed at pre-intervention, post-intervention and at 3-month follow-up. 1. Eudaimonic well-being: assessed via self report measures at the contextual level using the Personally Expressive Activities Questionnaire [Waterman, 1993] and at life-domain level by items from previously validated questionnaires (i.e., the Personal Growth subscale [Kasser & Ryan, 1996], Prosocial subscale of the Strengths and Difficulties Questionnaire [Goodman, 1997], Subjective Vitality Scale [Ryan & Frederick, 1997], and the Proactive Attitude Scale [Schmitz et al., 1999]. 2. Hedonic well-being: assessed by self-reports using the Positive and Negative Affect Scale for Children [Laurent et al., 1999] and Life-Satisfaction in Adolescents Scale [Funk et al., 2006]. Self-esteem will be assessed by Rosenberg?s scale [1969], and adaptive learning strategies by the Patterns of Adaptive Learning Scale [Midgely et al., 2000].	—

Measure

Time frame

All outcome measures assessed at pre-intervention, post-intervention and at 3-month follow-up. 1. Eudaimonic well-being: assessed via self report measures at the contextual level using the Personally Expressive Activities Questionnaire [Waterman, 1993] and at life-domain level by items from previously validated questionnaires (i.e., the Personal Growth subscale [Kasser & Ryan, 1996], Prosocial subscale of the Strengths and Difficulties Questionnaire [Goodman, 1997], Subjective Vitality Scale [Ryan & Frederick, 1997], and the Proactive Attitude Scale [Schmitz et al., 1999]. 2. Hedonic well-being: assessed by self-reports using the Positive and Negative Affect Scale for Children [Laurent et al., 1999] and Life-Satisfaction in Adolescents Scale [Funk et al., 2006]. Self-esteem will be assessed by Rosenberg?s scale [1969], and adaptive learning strategies by the Patterns of Adaptive Learning Scale [Midgely et al., 2000].

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Secondary

Measure	Time frame
1. Self-reported physical activity levels will be assessed by the Physical Activity for Older Children and Adolescents Questionnaire (PAQ-A; [Kowalski et al., 1997]). Smoking and Alcohol Intake will be assessed by subscales from the CDC?s Youth Risk Behavior Survey [Centers for Disease Control and Prevention, 2007], while dietary intake will be assessed by the Food Frequency Questionnaire [Slimani et al., 2000]. 2. Weight and height (to provide Body Mass Index scores) 3. Objectively assessed physical activity level data will be obtained from a subsample of 125 participants in the form of minutes of Moderate-to-Vigorous Physical Activity per day using ActiGraph GT1M units. 4. To explore the psychological processes underpinning the study hypotheses,: Perceptions of Autonomy-Support [Williams & Deci, 1996], Basic Need Satisfaction (viz., for autonomy, competence, and relatedness) [Standage et al., 2003], Self-Regulation Towards Learning [Ryan & Connell, 1989], the activity Value/Usefulness, Choice, and Interest/Enjoyment subscales from Intrinsic Motivation Inventory [Ryan, 1982]. 6. Gender, SES, ethnicity and access to facilities affect adolescent health behaviours and well-being. Thus, these variables will be recorded and controlled for in the analyses.	—

Measure

Time frame

1. Self-reported physical activity levels will be assessed by the Physical Activity for Older Children and Adolescents Questionnaire (PAQ-A; [Kowalski et al., 1997]). Smoking and Alcohol Intake will be assessed by subscales from the CDC?s Youth Risk Behavior Survey [Centers for Disease Control and Prevention, 2007], while dietary intake will be assessed by the Food Frequency Questionnaire [Slimani et al., 2000]. 2. Weight and height (to provide Body Mass Index scores) 3. Objectively assessed physical activity level data will be obtained from a subsample of 125 participants in the form of minutes of Moderate-to-Vigorous Physical Activity per day using ActiGraph GT1M units. 4. To explore the psychological processes underpinning the study hypotheses,: Perceptions of Autonomy-Support [Williams & Deci, 1996], Basic Need Satisfaction (viz., for autonomy, competence, and relatedness) [Standage et al., 2003], Self-Regulation Towards Learning [Ryan & Connell, 1989], the activity Value/Usefulness, Choice, and Interest/Enjoyment subscales from Intrinsic Motivation Inventory [Ryan, 1982]. 6. Gender, SES, ethnicity and access to facilities affect adolescent health behaviours and well-being. Thus, these variables will be recorded and controlled for in the analyses.

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Countries

United Kingdom

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Mar 10, 2026