Trial of a Health Promoting School Approach to Positive Youth Development and Wellness Promotion

Not Applicable

Completed

• Conditions: Adolescent Health; Adolescent School Connectedness; Community Based Participatory Research Methods
• Interventions: Other: Delayed Intervention; Other: Intervention

• Registration Number: NCT02840383
• Lead Sponsor: University of Minnesota

Brief Summary

Assess the effects of a school-based multi-component intervention on school connectedness, school engagement, and developmental assets through a group randomized, participatory trial.

Detailed Description

Health Promoting Schools intervention including pilot-tested teacher professional development, student-defined enhanced environment, and parent-defined enhanced community/family connection. The Coalition will finalize the intervention using a phased intervention map that integrates community perspectives with theoretical approaches to evidence based practices. The study aims will be accomplished through a group randomized trial in 10 urban schools with diverse populations representing approximately 1,900 students.

Aim 1: Assess the effects of a school-based multi-component intervention on school connectedness, school engagement, and developmental assets through a group randomized, participatory trial.

Hypothesis 1a: Students in the intervention schools will experience improved school connectedness, engagement and developmental assets compared to the control group.

Aim 2: Assess the effects of a school-based multi-component intervention on emotional well-being, tobacco and other substance use, and academic outcomes through a group randomized, participatory trial.

Hypothesis 2a: Students in the intervention schools will experience improved emotional well-being, course completion, attendance, and decreased disciplinary action and substance use compared to the control group.

Aim 3: Evaluate the relationships between participatory factors , school intervention implementation, and study outcomes.

Exploratory hypothesis 3a: Perceptions of quality of collaborative processes will be associated with degree of school intervention implementation and study outcomes.

Exploratory hypothesis 3b: School capacities and context will be associated with school intervention implementation and study outcomes.

Exploratory hypothesis 3c: School capacities and context will mediate the relationship between quality of collaborative processes and school intervention implementation.

Study Timeline

• Study First Submitted: 2016-06-08
• Study First Submitted QC: 2016-07-20
• Study First Posted: 2016-07-21
• Study Start: 2017-09-05
• Primary Completion: 2022-11-20
• Study Completion: 2022-11-20
• Status Verified: 2023-02
• Last Update Submitted: 2023-02-17
• Last Update Posted: 2023-02-21

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 811

Inclusion Criteria

• 9th grade students
• enrolled in the school at the time of randomization

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Exclusion Criteria

• Being unable to participate in the survey

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Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Delayed Intervention	Delayed Intervention	Schools not receiving intervention until two years after implementation.
Intervention	Intervention	Schools receiving intervention at the beginning of study.

Primary Outcome Measures

Name	Time	Method
Baseline student school connectivity on a scale of 1-10	5 years	Assess the effects of a school-based multi-component intervention on school connectedness, school engagement, and developmental assets through a group randomized, participatory trial.

Trial Locations

Locations (1)

University of Minnesota; 🇺🇸 Minneapolis, Minnesota, United States