An interventional study of Dream School Program and Mental Health Support Team in Drop Out, Absence and Academic Achievement/Average Grade, sponsored by University of Bergen. Completed. Open to participants aged 15 Years and older, including healthy volunteers. Per ClinicalTrials.gov, last updated 2020-03-25.
Sponsored by University of Bergen · Not applicable, Interventional, and Prevention
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Drop out from upper secondary school represents a risk for the future health and wellbeing of young people. Strengthening of psychosocial aspects of the learning environment may be an effective strategy to promote completion of upper secondary school. The COMPLETE study is a school based cluster randomized controlled trial (RCT) evaluating two school-based interventions, namely the Dream School Program (DSP) and the Mental Health Support Team (MHST) among 1st grade upper secondary school students in four counties in Norway. The interventions aim to improve psychosocial learning environments and subsequently school achievements and decrease drop-out and absence.
Specifically, the COMPLETE study will
Evaluate whether the DSP alone
Evaluate whether the DSP and the MHST combined
The COMPLETE study will also evaluate the effect of the DSP and MHST combined and the DSP alone against secondary outcomes of school satisfaction and loneliness.
2,195 studies on the registry are indexed under Psychological Well-Being; 728 are open to participants now.
This study's enrollment of 3,500 is above the median of 110 across 1,798 interventional studies indexed under Psychological Well-Being.
Browse Psychological Well-Being studies →University of Bergen is the lead sponsor of 143 studies on the registry; 19 are open to participants now.
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Go through the criteria one by one — yes, no or not sure — and take the list to your doctor or the study team. Kept in this browser only.
Exclusion Criteria:
The Dream School Program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Other: Dream School Program
A combination of the universal Dream Schoop Program (see description above) and the selective/indicative intervention Mental Health Support Team which is aimed at specific students at risk of dropping out of upper secondary school. It is a systematization of the student services through 1. Co-location of services and staff working in services 2. "One open door" to increase accessibility to the services and staff for students 3. Focus on the transition from lower to upper secondary school 4. Close follow-up of students at risk to ensure tailored help to each student 5. Early intervention and follow up when students starts being absent from school
Other: Dream School Program · Other: Mental Health Support Team
The control group are upper secondary schools who run classes and the school as usual, and do not introduce new programs similar to the Dream School or Mental Health Support Team during the project period.
The Dream School program is a whole school program, involving staff and students, with the aim of creating learning environments where students are confident and experience a sense of belonging, and where mental health is promoted.
Also known as: Drømmeskolen (Norwegian name)
MHST is also a whole school project but aimed at specific students at risk of dropping out. It is a systematisation of the student services through 1. Co-location of services and staff working in services 2. "One open door" to increase accessibility to the services and staff for students 3. Focus on the transition from lower to upper secondary school 4. Close follow-up of students at risk to ensure tailored help to each student 5. Early intervention and follow up when students starts being absent from school This work demands cross- and multidisciplinary collaborations within the MHST, between MHST and school leadership, and between lower and upper secondary schools.
Also known as: Nærværsteam (Norwegian name)
Drop-out
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Time frame: Each participant is assessed after 10 months
Drop-out
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Time frame: Each participant is assessed after 22 months
Drop-out
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Time frame: Each participant is assessed after 34 months
Drop-out
If the student has not complete upper secondary school within five years or if the student quit school and is without any regular activity during the course of the study period, i.e. grade 1-3 of upper secondary school
Time frame: Each participant is assessed after 58 months
Absence
Total days and hours absent at closure of first school year in upper secondary school
Time frame: Each participant is assessed after 10 months
Absence
Total days and hours absent at closure of second school year in upper secondary school
Time frame: Each participant is assessed after 22 months
Absence
Total days and hours absent at closure of third school year in upper secondary school
Time frame: Each participant is assessed after 34 months
Academic achievement
Average grade at closure of first school year in upper secondary school
Time frame: Each participant is assessed after 10 months
Academic achievement
Average grade at closure of second school year in upper secondary school
Time frame: Each participant is assessed after 22 months
Academic achievement
Average grade at closure of third school year in upper secondary school
Time frame: Each participant is assessed after 34 months
Change from baseline Mental Health at 6 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Mental Health at 18 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Mental Health at 30 months
Short form of Symptom Check List (SCL-5), on a 4 point Likert scale ranging from Not bothered to Very bothered, with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change in Mental Wellbeing from baseline at 6 months
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Mental Wellbeing at 18 months
Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), on a 5 point Likert scale from None of the time to All of the time, with higher values indicating a better outcome
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline School satisfaction at 6 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6, 18 and 30 months
Change from baseline School satisfaction at 18 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline School satisfaction at 30 months
Three items from the School Satisfaction Scale, a subscale of the Multidimensional Student's Life Satisfaction Scale. 5 point Likert scale from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Loneliness at 6 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Loneliness at 18 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Loneliness at 30 months
Loneliness Scale, 5 point Likert scale from Not at all to To a very high degree with higher values indicating a worse outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Social competence at 6 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Social competence at 30 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Social competence at 18 months
Wichstrøm Social Competence Scale, a 4 point Likert scale ranging from Describes me very poorly to Describes me very well, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Relatedness at 6 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Relatedness at 18 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Relatedness: support at 30 months
Teacher and Classmate Support Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Relatedness: peer connection at 6 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Peer connection at 18 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Peer connection at 30 months
Positive Youth Development Connection Scale, on a 5 point Likert scale, ranging from Almost never or never true to Always true, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Autonomy support at 6 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Autonomy support at 18 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Autonomy support at 30 months
Ten items from the Learning Climate Scale, a 5 point Likert scale ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Change from baseline Academic competence at 6 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 6 months
Change from baseline Academic competence at 18 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 18 months
Change from baseline Academic competence at 30 months
Academic Self-Efficacy Scale, a 5 point Likert scale ranging from Completely disagree to Completely agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline and 30 months
Class climate
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at baseline
Change from 6 month Class climate at 18 months
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at 6 and 18 months
Change from 6 month Class climate at 30 months
Caring Climate Scale, on a 5 point Likert scale, ranging from Strongly disagree to Strongly agree, with higher values indicating a better outcome.
Time frame: Based on self-report in survey assessment at 6 and 30 months
No study locations are listed for this record.
Plan to share: Undecided
Ran from Feb 2016 to primary completion in Oct 2019, 44 months.
Of 1,261 non-industry interventional studies with no phase under Psychological Well-Being, half reached primary completion within 17 months of starting (the median), counting those still running; a quarter within 7 and three quarters within 34. This study's 44 months is above that.
Counting every sponsor, half of 1,304 studies reached it within 16 months; a quarter within 7 and three quarters within 34.
How these figures are worked out, and which studies are left out of them.
This study is completed, as verified in Mar 2020. You cannot join it, but the record below documents what was studied.
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