COMPLETE – a school-based intervention project to increase completion of upper secondary school in Norway: study protocol for a cluster randomized controlled trial

Abstract

BackgroundDrop 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. This paper is a study protocol of 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). The interventions aim to improve psychosocial learning environments and subsequently school achievements and decrease drop-out and absence.Methods/DesignThe COMPLETE RCT is aimed at youth in upper secondary school, grade 1 (age 15-16 years), and examines the effect of the combination of the DSP and the MHST; and the DSP only, compared with a comparison group on the following primary outcomes: student completion, presence, average grade, and self-reported mental health. Seventeen upper secondary schools from four counties in Norway were randomized to one of the three arms: 1) DSP and MHST; 2) DSP; and 3) comparison (offered DSP intervention in 2018/2019). The study will evaluate the interventions based on information from two cohorts of students (cohort 1 (C1) and cohort 2 (C2)). For C1, data was collected at baseline (August 2016), and at first follow-up seven months later. Second follow-up will be collected 19 months after baseline. For C2, data was collected at baseline (August 2017), and first and second follow-up will be collected similarly to that of C2 seven and 19 months respectively after baseline. Process evaluations based on focus groups, interviews and observation will be conducted twice (first completed spring 2017).DiscussionThe COMPLETE trial is a large study that can provide useful knowledge about what interventions might effectively improve completion of upper secondary school. Its thorough process evaluation will provide critical information about barriers and points of improvement for optimizing intervention implementation. Findings can guide school development in the perspective of improving psychosocial learning environments and subsequent completion of upper secondary schooling.Trial registrationThe trial was retrospectively registered in the ClinicalTrials.gov register on December 22.2017: NCT03382080.

The youth concussion awareness network (You-CAN) - a school-based peer-led intervention to improve concussion reporting and social support: the protocol for a cluster randomized trial

“…The sample size was calculated using an effect size of 0.20 (α = 0.05 and power = 0.80). This is in line with previously estimated effect sizes for school-based interventions conducted with high school aged youth [26][27][28]. As the CRSS-M is being administered in the school-setting with support from participating school boards, principals and school staff, we expect a low attrition rate (about 10%) from the beginning {T 0 } to end {T 1 } of the school year.…”

Positive Youth Development and Mental Well-Being in Late Adolescence: The Role of Body Appreciation. Findings From a Prospective Study in Norway

“…This study used data from the first (T1) and second (T2) follow-up of the control arm of the COMPLETE study, a cluster randomized controlled trial in upper secondary schools in Norway ( Larsen et al, 2018 ). The sample included adolescents from five public upper secondary schools spread across four counties in Norway, covering urban, semi-urban, and rural areas.…”

“…Gender (male/female) was based on registry data retrieved from school registries ( Larsen et al, 2018 ), and included as control and moderator variable (male = 0 and female = 1) in analyses.…”

“…The COMPLETE study was approved by the Norwegian Centre for Research Data. For further details, see Larsen et al (2018) .…”

Att främja hälsa och förebbygga ohälsa bland ungdomar : En nationell och internationell kartläggning över initiativ och insatser

“…Sjutton skolor randomiserades till en klusterrandomiserad utvärdering till antingen Drömskolan, Drömskolan inklusive en form av selektiva/indikerade åtgärder eller till kontroll (ingen insats). Resultaten visar på positiva men små effekter av Drömskolan (Larsen et al, 2017).…”