Evaluation of the Effectiveness and Feasibility of Different Formats of a School-Based Psychosocial Support Program for Public School Teachers: A Randomized Clinical Trial
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 入组人数
- 2,970
- 主要终点
- Change in the score in the Mental health Knowledge & Attitudes Questionnaire
研究概览
简要总结
The goal of this clinical trial is to learn if different formats of a school-based psychosocial support training program can improve teachers' ability to recognize and respond to students' mental health needs. The study will include teachers working in public schools in Brazil.
The main questions it aims to answer are:
- Do teachers who receive the training improve their knowledge on how to better to identify and support students with mental health difficulties?
- Do different formats of training (synchronous online or self-paced) and the presence of supervision lead to different levels of improvement in this knowledge, in attitudes related to mental health, and helping behaviors?
Researchers will compare three versions of the program (synchronous online with supervision sessions, synchronous online without supervision sessions, and asynchronous format) to see which approach is more effective, acceptable, and feasible.
Participants will:
- Take part in a training program delivered online or through self-paced materials;
- In some groups, attend additional supervision sessions to discuss real-life cases;
- Receive brief follow-up materials through mobile messages after the training
- Complete online questionnaires at multiple time points (before the training, during the program, after completion, and at follow-up).
The study will measure changes in teachers' knowledge, attitudes, and behaviors related to supporting students' mental health, as well as satisfaction with the program and its feasibility for large-scale implementation.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •School-level inclusion criteria:
- •Public schools from the state education system of Rio Grande do Sul, Brazil, serving students in "Ensino Fundamental" and "Ensino Médio" (equivalent to grades 1-12), and belonging to "Polo 1" or "Polo 2", administrative groupings defined by the Rio Grande do Sul State Department of Education that includes the following Regional Education Coordinators (Coordenadorias Regionais de Educação [CREs]): 1st, 2nd, 11th, 12th, 27th, and 28th CREs (Polo 1) and the 4th, 7th, 15th, 16th, 23rd, 25th, 39th CREs (Polo 2);
- •Schools with 10 or more teachers on staff;
- •Participant-level inclusion criteria (staff level)
- •Participating teachers must meet all of the following criteria:
- •School staff currently working in participating public schools;
- •Able and willing to participate in all stages of the intervention and scheduled assessments;
- •Provide informed consent prior to participation
排除标准
- •School-level exclusion criteria:
- •Schools with fewer than 10 teachers on staff;
- •Youth and Adult Education Centers (Núcleos de Educação de Jovens e Adultos [EJA]);
- •Schools that began operating as full-time schools in 2026;
- •Schools not belonging to Polo 1 or 2 of the state education system of Rio Grande do Sul;
- •Schools that do not serve students in grades 1-12
- •Participant-level exclusion criteria
- •Not currently working in a participating public school;
- •Unable to participate in the training in the planned date for the specific school the teacher works at;
- •Decline or are unable to provide informed consent
研究组 & 干预措施
Arm 2: Online Training Only
Participants receive two synchronous online training sessions (via videoconference) without additional supervision. Participants also receive brief follow-up materials via mobile messages.
干预措施: Mobile-Based Reinforcement Materials (Behavioral)
Arm 1: Online Training + Supervision
Participants receive two synchronous online training sessions (via videoconference), followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application. Participants also receive brief follow-up materials via mobile messages.
干预措施: Online School-Based Psychosocial Support Training (Behavioral)
Arm 1: Online Training + Supervision
Participants receive two synchronous online training sessions (via videoconference), followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application. Participants also receive brief follow-up materials via mobile messages.
干预措施: Supervision Sessions (Behavioral)
Arm 1: Online Training + Supervision
Participants receive two synchronous online training sessions (via videoconference), followed by two supervision sessions (audio-based, small group) focused on case discussion and practical application. Participants also receive brief follow-up materials via mobile messages.
干预措施: Mobile-Based Reinforcement Materials (Behavioral)
Arm 2: Online Training Only
Participants receive two synchronous online training sessions (via videoconference) without additional supervision. Participants also receive brief follow-up materials via mobile messages.
干预措施: Online School-Based Psychosocial Support Training (Behavioral)
Arm 3: Asynchronous Training (Control Condition)
Participants receive the same training content delivered in a fully asynchronous, self-paced format through digital materials, without live sessions or supervision.
干预措施: Asynchronous School-Based Psychosocial Support Training (Behavioral)
结局指标
主要结局
Change in the score in the Mental health Knowledge & Attitudes Questionnaire
时间窗: Baseline (T0) to post-intervention at 2-4 weeks (T2)
Psychosocial support skills knowledge and attitudes will be assessed using a multiple choice instrument (Mental health Knowledge \& Attitudes Questionnaire) developed for this study and previously piloted in a sample of teachers. Scores will range from 0 to 100%, reflecting the percentage of correct responses.
次要结局
- Early and Sustained change in the score in the Mental health Knowledge & Attitudes Questionnaire(Baseline (T0) to 2 weeks (T1); Baseline (T0) to 1-month follow-up (T3))
- Change in psychosocial support skills score (clinical vignette-based score)(2 weeks (T1); post-intervention at 4 weeks (T2); 1-month follow-up (T3))
- Self-rated knowledge(Baseline (T0), post-intervention at 4 weeks (T2), and 1-month follow-up (T3))
- Changes in helping behaviors toward students(Baseline (T0) to post-intervention at 4 weeks (T2); Baseline (T0) to 1-month follow-up (T3))
- Change in the levels of teacher burnout(Baseline (T0); 2 weeks (T1); Post-intervention at 4 weeks (T2); 1-month follow-up (T3))
- Training acceptability & satisfaction(Post-intervention at 4 weeks (T2))
- Qualitative assessment of responses to student mental health concerns(Baseline (T0).)
- Early and Sustained change in the score in the Mental health Knowledge & Attitudes Questionnaire(Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to 1-month follow-up (T3))
- Appropriate Response to a Student Mental Health Concern: Open-Ended Classroom Scenario(after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3))
- Self-rated knowledge(baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3))
- Changes in helping behaviors toward students(Baseline (T0) to after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); Baseline (T0) to post-intervention at 2-4 weeks (T2); Baseline (T0) to 1-month follow-up (T3))
- Change in the levels of teacher burnout(Baseline (T0); after the second training session (approximately 1 week after baseline)/after ending of the asynchronous training (T1); post-intervention at 2-4 weeks (T2); 1-month follow-up (T3))
- Training acceptability & satisfaction(Post-intervention at 2-4 weeks (T2))
- Cost-effectiveness of the intervention(Baseline (T0) to post-intervention at 2-4 weeks (T2))
研究者
Giovanni Abrahao Salum Junior
Professor of Psychiatry and Behavioral Sciences at the Universidade Federal do Rio Grande do Sul (UFRGS); Senior Vice President of Global Programs at the Child Mind Institute.
Hospital de Clinicas de Porto Alegre